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Assessment 1: Locate and evaluate services and resources that support Indigenous and/or multicultural education to determine their relevance and how they can be accessed and mobilised within a...

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Assessment 1:

Locate and evaluate services and resources that support Indigenous and/or multicultural education to determine their relevance and how they can be accessed and mobilised within a culturally inclusive educational curriculum.

Students should locate their evaluations within an anti-bias approach to curriculum development and evaluate their own values and practices for potential unintended bias, develop strategies to minimise and mitigate any negative impact this may impose, and offer proposals for future positive cultural practices.

Equivalent 2,000 words

Weighting: 50%

Linked learning outcomes: a, b, & d.

a.Develop curriculum that authentically integrates Indigenous and multicultural experiences throughout the curriculumb.Advocate for anti-bias approach to curriculum planning and analyse own personal values and practice for potential unintended biasd.Evaluate strategies and resources available to educators working with Indigenous and multicultural children and families to determine appropriate implementation within their own service

Instructions:

You will need to access (either your own workplace, or alternate service), where Indigenous and / or multicultural education is supported and implemented within the educational program.

You will then need todocument and include the following within your assessmentsubmission:

•Discuss the culturally inclusive aspects of thecurriculum indetail, highlighting themulti-culturalapproaches and anti- bias approaches•Discuss and evaluate the resources and other aspects of the program. How does this support cultural inclusiveness? How does it support culturalsensitivity? Educator’scultural competence? Why?•Discussion and evaluation of the resourcesin regard tothe families accessing the service•Discuss your own positionin regard toculturalcompetence, reflectingon your own bias, culture and values.•Discuss your own professionalteachingstrategies to address your potential for bias•Some discussionin regard toyour own personal values and acknowledging how this may impact on your work with diverse families.

TCS404 Indigenous and Multicultural Education

Assessment 1

Student name:

Criterion

Not satisfactory

Pass

Credit

Distinction

High Distinction

Ability to identify and evaluate relevant resources and services available to educators working with Indigenous and/ormulticultural children and families

Learning outcome d.

(15)

Not competent inability to identify and evaluate relevant resources and services available to educators working with Indigenous and/ormulticultural children and families. Few resources presented.

(0-7)

Adequateability to identify and evaluate relevant resources and services available to educators working with Indigenous and/ormulticultural children and families. Applicable resources presented but not sufficiently explored.

(7.5 –8.5)

Shows anability to identify and evaluate relevant resources and services available to educators working with Indigenous and/ormulticultural children and families. Applicable resources explored in some detail.

(9-10)

Clear understanding andin depthability to identify and evaluate relevant resources and services available to educators working with Indigenous and/ormulticultural children and families. A range of relevant resources and service are explored in detail with an example of how these can be utilised in practice provided.

(11)

Comprehensiveevaluation ofrelevant resources and services available to educators working with Indigenous and/ormulticultural children and families. A wide range of relevant resources and services have been explored and evaluated in a purposeful way, together with insightful explanation of how these can be effectively utilised in practice.

(12-15)

Ability to advocate for anti-bias approach to curriculum planning and analyse own personal values and practice for potential unintended bias

Learning outcome b.

(10)

Not competent inability to advocate for anti-bias approach to curriculum planning and analyse own personal values and practice for potential unintended bias. Critical reflection not evident.

(0-4)

Adequateability to advocate for anti-bias approach to curriculum planning and analyse own personal values and practice for potential unintended biasCritical reflection evident.

(5)

Shows clearability to advocate for anti-bias approach to curriculum planning and analyse own personal values and practice for potential unintended bias. Critical reflection to improve practice evident.

(6)

Clear understanding andin depthability to advocate for anti-bias approach to curriculum planning and analyse own personal values and practice for potential unintended bias. Shows in-depth understanding of critical reflection and how to utilise it to improve own practice.

(7)

Demonstrates clear insight and sophisticated ability to advocate forand implement ananti-bias approach to curriculum planning and analyse own personal values and practice for potential unintended bias. Shows a mature understanding of critical reflection and how to utilise it to improve own practice and to guide others in engaging in critical reflection for improved practice.

(8-10)

Ability to develop strategies to minimise and mitigate any negative impact that a biased approach to curriculum may impose, and offer proposals for future positive cultural practices

Learning outcome b&a.

(10)

Not competent inability to develop strategies to minimiseany negative impact that a biased approach to curriculum may imposeandoffer proposals for future positive cultural practices.

(0-4)

Adequate ability to developbasicstrategies to minimise any negative impact that a biased approach to curriculum may impose and offer proposals for future positive cultural practices.

(5)

Showsclearability to develop strategies to minimiseand mitigateany negative impact that a biased approach to curriculum may impose, andoffersa number ofproposals for future positive cultural practices

(6)

Shows an in-depthability to developmultiplestrategies to minimiseand mitigateany negative impact that a biased approach to curriculum may impose. Offersa range ofproposals for future positive cultural practices, with supporting references for most

(7)

Comprehensiveability to developa large variety ofstrategies to minimiseand mitigateany negative impact that a biased approach to curriculum may impose. Offersa wide range of insightful and clearlyachievableproposals for future positive cultural practiceswhich are all well supported with academic references and examples from practice.

(8-10)

TCS 404 Indigenous and Multicultural Education
Assessment 1

Student name:

Criterion

Not satisfactory

Pass

Credit

Distinction

High Distinction

Knowledge of developing curriculum that authentically integrates Indigenous and multicultural experiences throughout the curriculum

Learning outcome a.

(10)

Not competent inknowledge of developing curriculum that authentically integrates Indigenous and multicultural experiences throughout the curriculum. Flaws visible in reasoning.

(0-4)

Adequateknowledge of developing curriculum that authentically integrates Indigenous and multicultural experiences throughout the curriculum. Some supported reasoning visible.

(5)

Displaysclearknowledge of developing curriculum that authentically integrates Indigenous and multicultural experiences throughout the curriculum.Supported reasoning visible throughoutassessment

(6)

Displays an in-depthknowledge of developing curriculum that authentically integrates Indigenous and multicultural experiences throughout the curriculum.Supported reasoning for all points is evidentthroughout the paper and demonstrates a keen understanding of how to effectively incorporate authenticIndigenous and Multicultural curriculum

(7)

Sophisticatedknowledge of developing curriculum that authentically integrates Indigenous and multicultural experiences throughout the curriculum. Reasoning and researchexhibitsmatureunderstandingof the concepts and ability to effectively integrate authentic Indigenous and Multicultural curriculum.

(8-10)

Presentation: quality of written work and referencing etc.

(5)

Not competentto present written work and referencing of an appropriate standard.

Harvard referencing not observed, or evidence ofplagiarism throughout the work.

(0-2)

Presents written work and referencing ofadequatequality, observing some elements of the Harvard referencing guide.

Some references used have been obtained from non-academic reading sources, or non-academic websites.

(2.5)

Presents written work and referencing with minor errors.

Harvard referencing has been applied, with some incorrect referencing,relating to more complex sources or typing errors.

Referenceshave been obtained from academic sources and mostly relate to the topic.

(3)

Presentsdetailedwritten work and referencing with minimum errors.

Harvard referencing has been correctly used throughout the paper and reference list.

List of references have been sourced fromacademic qualityreadings and publications, relating specificallyto the topic.

(3.5)

Presentscomprehensivewritten work and referencingdemonstrating meticulous attention to detailwith no errorsevident.

Harvard referencing has been correctly applied throughout the paper and reference list, with no errors present.

References areextensive, andhave been applied consistently throughout the submission.

All referencesare ofacademicquality, including relevant academic journals, texts, and other academic sourcesrelating specifically to the topic.

(4 - 5)


Answered 6 days After Dec 22, 2021

Solution

Dr. Vidhya answered on Dec 28 2021
117 Votes
TCS404, INDIGENOUS AND MULTICULTURAL EDUCATION: ASSESSMENT ONE
Table of Contents
Introduction    3
Brief Overview    3
Recognition of Available Sources    4
Advocacy for Anti-Bias Approach    4
Strategies for Mitigating Negative Impacts    5
Authentic Integration of Multicultural Experiences    7
Conclusion    8
References    9
Introduction
The modern educational system has evolved over the course of past two decades and it is due to the rise and influences both of the digital and global inclusion of services (Page, Trudget & Bodkin-Andrews, 2019). In fact, the adherence to global norms of providing quality education is now the mainstream concept for almost every service provider in the field of education. In Australian context, it should be noted here that the nation has become the hub for education in these decades and it implies that several challenges related to meet the global norms have surged up (La
i & Colliver, 2020).
However, not only at national but also at international level, linking the objectives of quality education for all has still some gaps. At internal level,
inging indigenous communities towards mainstream social development through quality education needs social and educational inclusion and that should be one of the primary objectives behind developing cu
iculums. The following is the analysis of the providing cultural education along with modern quality education at primary level for indigenous children as the new cu
iculum developed for their social alleviation.
Brief Overview
At first, it is significant to understand the key highlights of the proposed cu
iculum here Indigenous communities have shared their rich legacy and a
ight past that holds rich treasures of Australian culture. Within Indigenous tribes across Australia, there are many diverse cultures, each with their unique teaching and learning approaches and customs (Drake & Reid, 2018). Cultural differences can be influenced by where children live, such as u
an, rural, or isolated places, as well as their commitment to traditions, spoken language and capacity to engage utilising mainstream Western learning methods.
So far, the annexation of the indigenous people into the mainstream education has remained under below average level; these communities form almost 15% of Australian population but still, as per the records, they remain at the bottom of public wellbeing index (Page, Trudget & Bodkin-Andrews, 2019). The need of the hour is to enhance their social inclusion so that works for their alleviation of living stems from within and this can only be done through proper inclusion of educational services (Drake & Reid, 2018).
Recognition of Available Sources
As per the observation of the cu
ent resources and programs ca
ied out in education, National Quality Framework (NQS) and Early Years Learning Framework are two major resources that are applied at national level to improve the various educational programs for children. However, it should be noted here that service provisions mentioned in these two frameworks are applicable to all children and educational services operating within nation. There is no specific mentioning of dedicated services to indigenous communities in these two.
Therefore, it leaves some kind of gap behind while developing cu
iculum for them. The objective behind developing EYLF was to ensure that a positive learning environment is built around the needs and expectations of children (La
i & Colliver, 2020). Their ‘belonging, becoming and being’ should be addressed under the five principles mentioned in the ideology of education mentioned in EYLF. However, the specific aspect of linking the interests of the indigenous people—and their children too—appears to be missing from these major resources of education here.
Advocacy for Anti-Bias Approach
In the context of examining the existing biases—though they are not directly implied, nor do they hold any particular grudge to any specific community—it is important to gain insights of the cu
ent norms of education at first and the expectations of the indigenous communities about the kind of change they look for (Page, Trudget & Bodkin-Andrews, 2019). There is a wide a
ay of indigenous communities living across Australia and through previous studies, it has been viewed that the need of these communities to have some kind of differential instruction based education given to their children. This type of service inclusion expands the educational services from quality modern education to the criteria of inclusion of culture.
Additionally, the anti-bias approach in education is more like assisting young learners appearing from indigenous communities so that they can...
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