This document provides details for an assignment assessing a student's ability to demonstrate inclusive teaching practices. It includes a case study of a child named Amara with impaired vision due to early childhood disease. For part A, students must analyze Amara's needs and how they impact education, and evaluate relevant policies. For part B, students must select a lesson plan, adapt it to meet Amara's needs while being inclusive of other students, and justify the adaptations. The document provides assessment criteria, formatting requirements, and points to consider for selecting and adapting the lesson plan.

1. Artefact analysis assessment
Word limit: 1500
Weighting: 30% (Part A: 10%, Part B: 20%)
Assessment overview
Within each state and territory in Australia inclusive teaching is
promoted and a statutory entitlement for all children. Your role
as a primary school teacher is to teach children with diverse
needs: some children may be undergoing assessment of an
additional need (also referred to as a special need or a
disability), some may have a diagnosis, and some may never
receive a diagnosis but have traits which suggest they have an
additional need. Within this assignment, you will consider how
inclusive principles are applied by analysing a case study
related to a child with an additional need and then adapting an
existing lesson in order to meet the needs of that child.Unit
learning outcomes
This task is assessing your ability to demonstrate that you meet
the criteria for the following unit learning outcomes:
2. Analyse the range of additional needs that impact on
children, adolescence and their families
3. Critically evaluate policies, practices and legislation in
relation to diversity, equity and inclusion
4. Compare and evaluate, teaching and pedagogical approaches
for diversity, equity and inclusion
5. Demonstrate an understanding of strategies for diversity,
equity and inclusion through a community of practice
perspective.

2. Assessment details Part A: Case analysis (500 words)
Case study
Child B
Amara came to Australia as a refugee when she was three. She
did not have access to medical interventions when she was a
baby and, as a result of disease in early childhood, she now has
impaired vision. Amara is five and starts school next week. She
loves music.
Within your analysis you will need to:
· Identify and describe the particular additional needs of the
child in the case
· Describe the impact these needs are likely to have on the
child’s education
· Evaluate any policies, practices and legislation that impact on
the child’s case.
Part B: Amended lesson rationale (1000 words)
The focus of this section of the assignment is to amend an
existing lesson in order to meet the additional need from Part A.
Select a lesson plan (Please see the end of this document I have
the lesson plan attached)
When selecting an appropriate lesson, make sure that it will be
impacted by the additional need in your selected case. For
example, a child with a physical disability may not have any
trouble participating in a classroom-based activity but will
struggle with a more active outdoor task.
Think about how you would adapt the lesson in order to meet
the specific additional needs of the child in the case study. Then
write a 1000 word rationale to justify your changes. This
rationale must include:
· the age of the child and Australian Curriculum level you are
planning for
· a description of the specific adaptations you have made to the
lesson
· an explanation for how these adaptations support the child’s
learning

3. · an evaluation of the pedagogical approaches that underpin
these adaptations and why they are appropriate in meeting the
additional needs of the child while also continuing to serve the
needs of the other children in the class.
· a description for how you have incorporated a community of
practice perspective into the lesson
· a conclusion that reflects on the original analysis from Part A.
You must justify your response and approaches within both
parts of this assignment by making links to published academic
sources, policy and legislation, appropriately cited in APA
style.
Remember that as well as meeting the specific additional needs
of the identified child, your amended plan must also be
appropriate for all children in the stated age group.Assignment
format
Your artefact analysis must be compiled as a single Word
document, with both sections clearly delineated. Third person
voice should be used for both sections.
Your original lesson plan must be included as an appendix
within the submission. All resources referred to in your
assignment must be included in a reference list, appropriately
formatted in APA style. Neither the lesson plan or reference list
will be included within the word count for the
assignment.Points to consider:
Lesson Plans
· When selecting an appropriate lesson, make sure that it will be
impacted by the additional need in your selected case. For
example, a child with a physical disability may not have any
trouble participating in a classroom-based activity, but will
struggle with a more active outdoors task.
· Remember that as well as meeting the specific additional
needs of the identified child, your amended plan must also be
appropriate for all children in the stated age group.
Rationale
The rationale must include:
· The age of the child and the Australian Curriculum level that

4. has been outlined in the lesson plan.
· A description of the specific amendments that you have made
to the lesson plan.
· An explanation as to how the amendments to the lesson plan
support the child’s
· An evaluation of the pedagogical approaches that underpin
these amendments, which includes and explanation as to why
they are appropriate in meeting the additional needs of the
child, whilst also continuing to serve the needs of the other
children in the class.
· A description as to how a community of practice perspective
has been incorporated into the lesson plan.
· A conclusion that reflects on the original analysis from part A.
You must justify your response and approaches within both
parts of this assignment by making links to published academic
sources, policy and legislation, appropriately cited in APA
format.
All resources referred to in your assignment must be included in
a reference list, appropriately formatted in APA style. This
reference list will not be included within the word count for the
assignment.
Marking criteria Pass [P 50-59%]
All aspects of the task have been completed, and the
requirements of all criteria have been met at a satisfactory
level. All work is original, except where the works of others
have been integrated and referenced according to APA
conventions.
· The artefact analysis includes both a case analysis and an
amended lesson plan rationale, clearly delineated in the
submitted document.
· The case analysis correctly identifies key elements of the
additional need and its impact on the child’s education.
· The case analysis includes an evaluation that identifies key
elements, strengths, limitations and issues raised by the
application of relevant policy, practices and legislation.
· The amended lesson plan rationale identifies the age of the

5. child and Australian Curriculum level being planned for.
· The amended lesson plan rationale explains how the
amendments to the lesson support the identified additional
needs while not disadvantaging the other students in the class.
· The rationale includes an evaluation that identifies the key
features, strength and limitations of the pedagogy that underpins
the lesson plan amendments.
· The rationale provides a basic description for how it
incorporates a community of practice perspective.
· There is evidence of the use of scholarly material, policy and
legislation to support arguments. Works cited are consistent
with APA conventions.
· There is adherence to relevant conventions of English and an
appropriate degree of structure and formality. The work has
been proofread so that most typographical and spelling errors
are eliminated, and any errors that are present do not detract
substantially from the communication of ideas.
· A reference list is included, formatted in APA style.Credit [C
60-69%]
To be awarded a Credit, the work must fulfil all of the
requirements of the Pass level, but with more sophistication.
· The case analysis demonstrates a sound understanding of the
relationships between additional needs, their educational
impact, and the policy, practices and legislation designed to
support them in the classroom.
· The rationale integrates ideas from the case analysis in order
to demonstrate connections between the additional need, the
lesson amendments designed to support the child, and the
pedagogical approaches that underpin these amendments.
· A community of practice perspective is evident across most
aspects of the rationale.
· A range of relevant scholarly material, policy and legislation
is cited in APA format.
· The writing is concise, and word choice is deliberate. Meaning
is communicated effectively and efficiently, without
superfluous words, phrases and sentences.Distinction [D 70-

6. 79%]
To be awarded a Distinction, the work must meet all the
requirements of the Credit level, but with more insightful
analysis, critical evaluation, capacity to engage an audience,
and competence in written communication.
· Both components of the artefact analysis present an insightful
and precise analysis and evaluation that demonstrates strong
connections between the educational impacts of additional
needs, the related policy, practices and legislation, and the
pedagogical approaches that support diversity, equity and
inclusion.
· A community of practice perspective is thoroughly integrated
into all aspects of the rationale.
· The work provides evidence of a broad range of wider
research.
· Effective language use is a feature of the work. Errors in
spelling, punctuation and grammatical construction have been
addressed through careful proofreading. The work is written
with sensitivity for its audience and consideration of the impact
of choices in terms of language and tone.High Distinction [HD
80-100%]
To be awarded a High Distinction, the work must meet all the
requirements of the Distinction standard, outlined above, and
then must go beyond that.
· The work incorporates a high degree of critical understanding
through the analysis and evaluation of additional needs and the
ways they can be supported in the classroom, demonstrating an
insightful vision of how diversity, equity and inclusion will be
incorporated into future practice as a primary teacher.
· Across all sections, the writing is concise and logical, with
richly integrated ideas that convey meaning and purpose. The
reference list shows evidence of extensive reading and is
accurately put together.
The lesson plan from my previous unit Lower primary lesson
plan

7. Required Headings
Head, shoulders, knees and toes
Lesson title
Learning body parts in Aboriginal Language
Year level
Year 1
Links to Curriculum
Learning Area
The Art
Strands
Music
Sub strands
Knowledge and Skills
Content Descriptors
Develop aural skills by exploring and imitating
sounds, pitch and rhythm patterns using voice, movement and
body percussion (ACAMUM080)
Learning objectives
This lesson will allow the students to learn the names of the
body parts in Aboriginal language through singing and playing
games. Students will learn to appreciate Aboriginal language
and culture. Students will have a better understanding and
knowledge about music, this will allow them to improve aural
skills, through discovering and reproducing sounds in different
language. Students will learn how to use their voices and follow
a pattern of rhythm even if it’s in a different language. Students
will have better interacting skills with Aboriginal people and
knowledge about their culture and language.
Rationale
This lesson will help students to learn about Aboriginal
language and culture. The purpose of this lesson is to expose
students at a young age to different cultures and languages. By
introducing the Aboriginal language and culture to students,
they will explore the words from this language and learn more
about their perspectives and culture, this will allow students to
develop better interacting skills with other students from

8. different cultures through The Arts education. There are various
strategies used in this lesson such as class discussions, working
in pairs and sharing their knowledge, the use of these strategies
in this lesson is to give confidence for the students to interact
with each other also, understanding the importance of first
language (Bevan and Shillingham’s, 2010). This lesson has
8ways of Indigenous perspectives integrated within the
activities, such was working together, class discussion and
learning through singing, this will also allow the student to gain
new knowledge that they can share with others(MacNaughton,
2003).
Learning environment and resources
Lesson environment
· Indoor (Classroom)
Preparation
· Pen
· Book
· Print out the words from appendix B, make enough copies for
everyone.
· Open up the other document refer to Appendix C & D and
display them end of the lesson to sing as a class.
Hardware
· Interactive Whiteboard (IWB)
· Laptop
Safety Considerations
· When students are talking about Indigenous people make sure
they use correct words when referring to them.
· Students must not be too close to each other when they are
singing the songs at the end of the lesson.
· Students must not be sitting too close to the chairs and table
when they are watching the video and during class discussion.
Introduction
Class discussion:
Ask students if the know any words in the Aboriginal language
and explain to them that they would be learning the names of
the body parts in the Aboriginal language.

9. Write down the name of the body parts on the board in English
ask students to help you with the names by pointing at your
body part (head, shoulders, knees, toes, eyes, ears, mouth and
nose).
Body of lesson/strategies
· Write down the names of the body parts in Aboriginal
language next to the English words (see Appendix B).
· Read the word in the Aboriginal language with children repeat
few times.
· Randomly select students to read one of the body parts in the
Aboriginal language ensure that they are pronouncing correctly.
Working in pairs
· Hand out eight little cards to each pair.
· Ask one partner to write four body part in English on one side
of the card and on the other side of the card they will write the
name of the body parts in Aboriginal language and other parts
will write the other 4.
· Ask students to switch their flash card with their partner.
· Get students to test each other by showing one card to their
partner in Aboriginal language and they will guess what body
part it is in English.
Conclusion
· Play a game ‘Simon says’ touch one of your body parts and
get students to say it in the Aboriginal language.
· Display the lyrics on IWB and sing the song in English as a
class (see appendix C).
· Display the lyrics in Aboriginal Language (see appendix D)
and start singing as a class start slowly at first then you can
speed up.