EDED11457: Responding to Diversity and Inclusion

Criteria

High Distinction

Distinction

Credit

Pass

Fail

Application of knowledge of key concepts of stereotype, racism, prejudice and social justice.

Comprehensive      definitions and excellent examples of stereotype, racism, prejudice and social justice that clearly demonstrate definitions provided.

Provides complex definitions with links to good examples of stereotype, racism prejudice and social justice.

Provides simple definition and relevant example of stereotype, and / or racism, and / or prejudice and / or social justice.

Provides definitions only of stereotype, racism prejudice, and social justice.

Does not provide an adequate definition or examples of key concepts of stereotype, racism prejudice and social justice.

Critical application of knowledge and understanding of discrimination and social inclusion practices in Australia, particularly those relating to people of Aboriginal and Torres Strait Islander backgrounds (APST 1.4).

An in-depth argument on whether Australia can be regarded as an inclusive society with relevant examples from media sources included that comprehensively addresses practices relating to people of Aboriginal and Torres Strait Islander backgrounds.

Discusses social inclusion practices in the context of Australian society with relevant examples within the media and substantial references made to practices relating to people of Aboriginal and Torres Strait Islander backgrounds.

Defines social inclusion and briefly discusses what this means in Australia.  Some references are made to practices relating to people of Aboriginal and Torres Strait Islander backgrounds.

Discusses racism and prejudice in Australia, with minimal references made to inclusion practices relating to people of Aboriginal and Torres Strait Islander backgrounds.

There is limited or no substantial discussion concerning social issues within Australia.

Knowledge and understanding the legal responsibilities of educators in school, classroom or care settings (APST 7.2), specifically in relation to relevant codes of conduct and ethics for the teaching profession (APST 7.1).

Identifies relevant legislation and provides a comprehensive discussion on how legislation informs inclusion policies and impacts on teacher practice.

Identifies and discusses relevant legislation regarding inclusion, the links to relevant policies and why this is important for teachers to know.

Lists relevant legislation and policies with some discussion of how these are linked to classroom practice.

Identifies some relevant legislation however limited discussion of how this is linked to policy and practice.

There is limited understanding of the way in which specific legislation informs policy and practice.

Self-reflection on attitudes and ability to respond to diversity and inclusion, specifically in relation to engaging with community and professional representatives (APST 7.4), to access continued professional learning that supports educators to improve student learning (APST 6.4).

Self- reflection demonstrates insightful understanding on how personal background, including cultural background, history, experiences and attitudes influence responses to diversity and inclusion. 

Sophisticated understanding of the need to engaging with community and professional representatives to maintain continued professional learning that supports educators to improve student learning.

Self-reflection shows a good understanding of how personal background, including cultural background, history and experiences come together to form attitudes and responses to student diversity and inclusion in educational contexts.

Substantial understanding of the need to engaging with community and professional representatives to maintain continued professional learning that supports educators to improve student learning.

There has been some basic self-reflection of how personal feelings towards diversity can impact on a teacher’s response to access and participation of students in a classroom.

Detailed understanding of the need to engaging with community and professional representatives to maintain continued professional learning that supports educators to improve student learning.

Discussion shows a basic response to diversity through understanding experiences of other people.

Some understanding of the need to engaging with community and professional representatives to maintain continued professional learning that supports educators to improve student learning.

There has been limited discussion concerning personal attitudes, personal experiences or background and how this influences attitude formation towards inclusion.

Limited understanding of the need to engaging with community and professional representatives to maintain continued professional learning that supports educators to improve student learning.

Standard of academic writing including correct language, terminology, referencing, grammar and formatting

Accurate, academically presented work; using appropriate language, terminology, referencing, and grammar. Minimal errors.

Accurate and well-presented work; using appropriate language, terminology, referencing and grammar. Minimal errors.

Good use of appropriate language, terminology, referencing and grammar but a few errors noted.

Sound use of language, terminology, referencing and grammar.  Considerable errors.

Academic writing style, grammar, spelling and formatting require in-depth attention.