This document provides assessment details for a 1500-word assignment analyzing additional needs that impact children and adolescents. It includes a case study of a child named Amara who is a refugee with impaired vision. Students must write a 500-word case analysis identifying Amara's needs, their educational impacts, and relevant policies. They must also write a 1000-word rationale adapting an existing lesson plan to meet Amara's needs while being inclusive of other students. The rationale must justify adaptations, evaluate pedagogical approaches, and incorporate a community of practice perspective. Sources must be cited in APA style. Marks are allocated based on demonstration of understanding, analysis, evaluation, and written communication skills.

1. Analyze the range of aIDitional needs that impact on children,
adolescence and their families
Artefact analysis assessmentWord limit: 1500Weighting: 30% (Part A: 10%, Part B:
20%)Assessment overviewWithin 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
aIDitional 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 aIDitional need. Within this assignment, you will consider how inclusive principles are
applied by analysing a case study related to a child with an aIDitional need and then
adapting an existing lesson in order to meet the needs of that child.Unit learning
outcomesThis task is assessing your ability to demonstrate that you meet the criteria for the
following unit learning outcomes:2. Analyze the range of aIDitional needs that impact on
children, adolescence and their families3. Critically evaluate policies, practices and
legislation in relation to diversity, equity and inclusion4. Compare and evaluate, teaching
and pedagogical approaches for diversity, equity and inclusion5. Demonstrate an
understanding of strategies for diversity, equity and inclusion through a community of
practice perspective.Assessment detailsPart A: Case analysis (500 words)Case studyChild
BAmara 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 aIDitional
needs of the child in the caseDescribe the impact these needs are likely to have on the
child’ s educationEvaluate 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 aIDitional 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
aIDitional 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 aIDitional 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

2. Curriculum level you are planning fora description of the specific adaptations you have
made to the lessonan explanation for how these adaptations support the child’ s learningan
evaluation of the pedagogical approaches that underpin these adaptations and why they are
appropriate in meeting the aIDitional 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 lessona 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 aIDitional
needs of the identified child, your amended plan must also be appropriate for all children in
the stated age group.Assignment formatYour 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 PlansWhen
selecting an appropriate lesson, make sure that it will be impacted by the aIDitional 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 aIDitional needs of the identified child,
your amended plan must also be appropriate for all children in the stated age
group.RationaleThe rationale must include:The age of the child and the Australian
Curriculum level that 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’ sAn evaluation of the pedagogical
approaches that underpin these amendments, which includes and explanation as to why
they are appropriate in meeting the aIDitional 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 criteriaPass [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 aIDitional
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 child and Australian Curriculum level being planned for.The amended lesson plan

3. rationale explains how the amendments to the lesson support the identified aIDitional
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 aIDitional 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 aIDitional 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 70-79%]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 aIDitional 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
aIDressed 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 aIDitional 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 unitLower primary lesson planRequired Headings Head, shoulders,
knees and toesLesson title Learning body parts in Aboriginal LanguageYear level Year
1Links to Curriculum Learning AreaThe ArtStrandsMusicSub strandsKnowledge and

4. SkillsContent DescriptorsDevelop 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 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
environmentIndoor (Classroom)PreparationPenBookPrint 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.HardwareInteractive Whiteboard
(IWB)LaptopSafety ConsiderationsWhen 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.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 pairsHand 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

5. guess what body part it is in English. “Looking for a Similar Assignment? Get Expert Help at
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