Assessment 1 1500 words Assessment details This assessment task comprises the following three components: Part A: Scenario 375 words You are to develop a scenario that captures the diverse needs of an individual student (e.g. dyslexia, gifted, refugee, Down syndrome etc.) within a primary based context. Your scenario should include a brief profile of the student, summarise any relevant information that you can provide about the student’s learning needs (academic, social and emotional) and should contextualise the learning environment in which they are currently in. Power point from my teacher Part A: Scenario Develop a scenario that captures the needs of a student. The student can be hypothetical or can be based on your knowledge of a particular child and their needs Diversity can include · a learning difficulty, (eg dyslexia) · a specific disability (eg Down syndrome) · Giftedness · Refugee or similar traumas. The scenario is to be based in the primary school context (ie, not secondary) INCLUDE: A brief profile of the student Any relevant information about the child’s learning needs (academic, social and emotional) The context of the school/learning environment the child is currently experiencing Please note: If you are basing your paper on an actual case you are familiar with, please ensure no identifying information is included in your paper DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER GAVE US EXAMPLE: Mary is a ten-year-old grade four student with diagnosed Autism Spectrum Disorder (ASD), which is described as high-functioning. No funding assistance is allocated for Mary’s education. Mary attends a mainstream government primary school and is well supported by her parents. The primary school services a student population of 375 students of which 15% are from indigenous backgrounds and 10% from a diverse range of cultural backgrounds. The school has a broad socio-economic mix and is located in a major regional centre. Mary is a member of a composite grade three and four class of 22 students, including three from indigenous backgrounds and one for whom English is an additional language (EAL). The class teacher is an experienced three year graduate with no additional training in any specialist area. Part B: Consideration of theoretical perspectives 375 words In relation to the three theoretical perspectives outlined within this unit (developmental, sociocultural and critical theory) analyse of how these perspectives can be used to help you support the child discussed in the scenario (Part A) and support your recommendations (from Part C). Power point from my teacher Part B: Consideration of theoretical perspectives Discuss the three theoretical perspectives outlined in this unit (developmental, socio-cultural and critical theory), and analyse how these can be used to help you support the child in this scenario. Show how these perspectives can help support the recommendations you will make in part C. Make sure you prov.

1. Assessment 1 1500 words
Assessment details
This assessment task comprises the following three components:
Part A: Scenario 375 words
You are to develop a scenario that captures the diverse needs of
an individual student (e.g. dyslexia, gifted, refugee, Down
syndrome etc.) within a primary based context. Your scenario
should include a brief profile of the student, summarise any
relevant information that you can provide about the student’s
learning needs (academic, social and emotional) and should
contextualise the learning environment in which they are
currently in.
Power point from my teacher
Part A: Scenario
Develop a scenario that captures the needs of a student. The
student can be hypothetical or can be based on your knowledge
of a particular child and their needs
Diversity can include
· a learning difficulty, (eg dyslexia)
· a specific disability (eg Down syndrome)
· Giftedness
· Refugee or similar traumas.
The scenario is to be based in the primary school context (ie,
not secondary)
INCLUDE:
A brief profile of the student
Any relevant information about the child’s learning needs
(academic, social and emotional)
The context of the school/learning environment the child is
currently experiencing
Please note: If you are basing your paper on an actual case you
are familiar with, please ensure no identifying information is
included in your paper
DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER

2. GAVE US
EXAMPLE:
Mary is a ten-year-old grade four student with diagnosed
Autism Spectrum Disorder (ASD), which is described as high-
functioning. No funding assistance is allocated for Mary’s
education. Mary attends a mainstream government primary
school and is well supported by her parents. The primary
school services a student population of 375 students of which
15% are from indigenous backgrounds and 10% from a diverse
range of cultural backgrounds. The school has a broad socio-
economic mix and is located in a major regional centre. Mary is
a member of a composite grade three and four class of 22
students, including three from indigenous backgrounds and one
for whom English is an additional language (EAL). The class
teacher is an experienced three year graduate with no additional
training in any specialist area.
Part B: Consideration of theoretical perspectives 375 words
In relation to the three theoretical perspectives outlined within
this unit (developmental, sociocultural and critical theory)
analyse of how these perspectives can be used to help you
support the child discussed in the scenario (Part A) and support
your recommendations (from Part C).
Power point from my teacher
Part B: Consideration of theoretical perspectives
Discuss the three theoretical perspectives outlined in this unit
(developmental, socio-cultural and critical theory), and analyse
how these can be used to help you support the child in this
scenario. Show how these perspectives can help support the
recommendations you will make in part C.
Make sure you provide evidence of your understanding of these
three theories in your discussion, and try to link these theories
to your recommendations in part C.
DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER
GAVE US
EXAMPLE:
From a critical perspective, education gives multiple avenues to

3. transform the thinking and beliefs of individuals to achieve
fairness and equity for all (Prilleltensky, 2014). According to
the work of theorists and activist such as Freire, Habermas and
Marx, critical theory and critical pedagogies enables
transformation of the relationships between teaching, learning
and power. Research suggests this enables students to not only
recognise but also analyse, question and evaluate inequalities,
biases and discriminations to create an environment that is
equal and fair for all (Blaise, 2011). This initiative can be used
to create a classroom that promotes inclusive behaviours and
result in a sense of acceptance and belonging for Jenny, in turn
giving the freedom and ability for her to access learning as an
accepted member of the class (Duchesne, McMaugh, Bochner &
Krause, 2013).
Part C: Recommendations 750 words
Based on research, develop a response to this scenario by
identifying the key areas you would focus on and what theory(s)
would support this. Furthermore, identify the strategies that you
would use to cater for the student’s individual needs and
authentically integrate their learning within the teaching
environment.
Power point from my teacher
DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER
GAVE US
EXAMPLE:
To work on Jayden’s ability to focus on a task, the teacher can
use strategies that relate to socio-cultural theory. Bringing in a
system of scaffolding student work and making tasks authentic
will help Jayden to focus. With guidance on tasks until he has a
deeper understanding, there is a higher chance of Jayden
engaging (O’Donnell, 2012). In this strategy scaffolding will be
provided either by the teacher to small groups or individuals, or
through mixed ability groupings. According to Vygotsky
(1978), using mixed ability groups will also improve all
students’ social skills, which allows for a more accepting
classroom environment.

4. Assessment criteria
To receive maximum marks for this assessment task, your
responses to each part of this task must be thoughtfully
composed to showcase your understanding of diversity and
inclusion. Furthermore, your responses should demonstrate your
ability to critically reflect upon the theoretical perspectives
reviewed in this unit.
1. Scenario demonstrates a high level of knowledge and a
balanced understanding of the child’s diverse needs and the
context of the chosen scenario. 20%
2. Consideration of theoretical perspectives demonstrates a high
level of competency integrating theory and practice. 20%
3. Recommendations accurately identify the key areas on which
you would focus with this student, and what theory(s) would
support this. Furthermore, they accurately identify a range of
strategies that could be used to cater to the student’s individual
needs and which clearly articulate how their learning could be
authentically integrated within the teaching environment.
(PART A 20% PART B 20%)
4. Professional presentation, format, structure and referencing.
(20%)
Marking guide
Scenario (20%) worth 20% of the whole mark
The scenario demonstrates a deep, insightful and accurate
knowledge and understanding of the child’s diverse needs
(academic, social and emotional) and the context of the chosen
scenario. The scenario is highly relevant, contextually
appropriate and accurate.
Theoretical perspectives (20%) worth 20% of the whole mark
A comprehensive, reflective and accurate analysis has been
provided, demonstrating a high level of competency using the
theoretical perspectives revised in this unit, to support the child
in their scenario and recommendations. The analysis is well
supported with relevant academic literature.
3 (a) Recommendations identify key focus areas and the
theory(s) that would support them. (20%)

5. Highly appropriate and thoughtfully considered key focus areas
have been identified and a well justified. An accurate
explanation has been provided, as to how these could be
supported with theory(s) and is well supported with academic
literature.
3 (b) Recommendations identify a range of strategies and
articulate how learning could be authentically integrated. (20%)
A thoughtfully considered and highly appropriate selection of
strategies have well-appointed and justified. A well-developed
rationale has been included, articulating how the student’s
learning could be authentically integrated within the teaching
environment.
Presentation (20%)
Exemplary standard. All components of the task are well-
structured, flow seamlessly and are professionally presented.
Spelling, grammar, expression and structure are of a
professional standard and APA referencing adhered to
consistently.
Note: Three pages simulations and later followed by two
response
For this week, please review the simulationchechnya.doc. This
provides an overview of what our 3 week simulation will look
like. For this week we begin by introducing ourselves and by
becoming familiar with the conflict.
To do:

6. · Each student will select a specific role. There will be no
duplicated and there needs to be at least 4 Russians and four
Chechens.
· Introduce yourself and please discuss - while in character -
the cause of the conflict in Chechyna.
The roles for this simulation are found in the case study, The
Use of Force in Chechnya: An Exploration through Track-Two
Diplomacy.
Simulation Part I
US Ambivalence
Wolff, Stefan, and Karl Cordell. 2011. Routledge Handbook
of Ethnic Conflict. Chapters 5 - 8
Ramsbotham, Chapters 11, 13 and 15
Note:
Three
pages simulations and
later
followed by two response
For this week, please review the simulationchechnya.doc. This
provides an overview of what our 3
week simulation will look like. For this week we begin by
introducing ourselves and by becoming

7. familiar with the conflict.
To do:
·
Each student will select a specific role. There will be no
duplicated and there needs to be at
least 4 Russians and four Chechens.
·
Introduce yourself and please discuss
-
while in character
-
the cause of the conflict in
Chechyna.
The roles for this simulation are found in the case study,
The Use of Force in Chechnya: An Exploration
through Track
-
Two Diplomacy.
Simulation
Part I

8. US
Ambivalence
Wolff, Stefan, and Karl Cordell. 2011. Routledge Handbook
of Ethnic Conflict. Chapters 5
-
8
Ramsbotham, Chapters 11, 13 and 15
Note: Three pages simulations and later followed by two
response
For this week, please review the simulationchechnya.doc. This
provides an overview of what our 3
week simulation will look like. For this week we begin by
introducing ourselves and by becoming
familiar with the conflict.
To do:
select a specific role. There will be no

9. duplicated and there needs to be at
least 4 Russians and four Chechens.
- while in character -
the cause of the conflict in
Chechyna.
The roles for this simulation are found in the case study, The
Use of Force in Chechnya: An Exploration
through Track-Two Diplomacy.
Simulation
Part I
US Ambivalence
Wolff, Stefan, and Karl Cordell. 2011. Routledge Handbook
of Ethnic Conflict. Chapters 5 - 8
Ramsbotham, Chapters 11, 13 and 15