Task Description:

This task requires you to write an essay to demonstrate your understanding of the educational theories presented in this unit.
• Select two of the education theories described in this unit. Provide a brief description of the key points, and theorists, of each theory and provide an example of how each might be utilised in your role as an education support worker.
• Outline why you think each chosen theory is relevant to the education support context.
You must use relevant and appropriate literature to support your writing and reference it according to APA conventions. Your assignment will be assessed according to the following Standards Statement.

Task Length:

Due Date:

Week 9

Weight:

25 %

CRITERION #

CRITERION

Task Description:

This task requires you to write two reflective journals throughout the course of the semester. The journal entries must be submitted at the ends of Weeks 3 and 11. Penalties will apply to late submissions. The journals must be supported with relevant literature and referenced according to APA conventions.

Journal 1: (due at the end of Week 3) This reflection requires you to set 3 goals for yourself as a learner within the unit this semester. The goals must relate to your engagement, learning, and partcipitation, and must be achievable, and measurable. Provide a brief description of each goal and how you plan to achieve it, and how you will measure your achievement.



Journal 2: (due at the end of Week 11) This reflection requires you to reflect on how your participation and engagement in the unit and study context have contributed to your learning, and the learning of others, throughout the course of the unit. Consider your reflection in light of the educational theories presented in this unit and provide concrete examples of contributions that demonstrate your participation, engagement, and learning throughout the semester.

Task Length:

Due Date:

Week 11

Weight:

25 %

CRITERION #

CRITERION

Task Description:

This task has two parts and requires you to apply your learning to a professional context.
PART A – 1250 words maximum
You are to choose one of the five student profiles provided and, drawing on the education theories presented in this unit, create a support plan that will be presented to the student’s learning support team (this team includes teachers and parents/caregivers).
a) Outline three objectives (learning or behaviour) that you wish the student to achieve.
b) Identify two strategies you will implement to support the development of each of these objectives.
c) Identify and describe the resources you will use for the achievement of each of these objectives.
d) Describe assessment procedures you might use to track the progress of the student to generate relevant reports. How will you recognise the student has achieved the objectives? How might you record the student’s learning or achievement?
e) Identify others in the professional context that may be able to assist you and the ways they could support your work.
This section of the assignment does not need to be referenced with supporting literature.

PART B – 750 words maximum
Reflect on the educational theories that support your approach. In this section, you need to demonstrate your understanding of the key concepts in this unit. You must support your writing with relevant literature to demonstrate how your thinking and understanding has been informed.
This section of the assignment must be referenced with supporting literature.

BASE YOUR PLAN ON ONE OF THE FOLLOWING STUDENT PROFILES
Profile 1 – Marnie Grade 1
Marnie is six years old and displays characteristics of Autism Spectrum Disorder but has not been diagnosed. She is an only child and lives with her mother. Marnie’s father does not have contact with her. Marnie finds it difficult to cope with the social aspects of the classroom and is often agitated with physical contact. She has a very high vocabulary and is fascinated with dogs and always talking about breeds, their origins and temperaments. Despite her high vocabulary she displays difficulty with reading comprehension, for example she can quote an answer but cannot predict or summarise. She can be loud when speaking and does not understand the rules of conversation and often interrupts the class to talk about topics unrelated to the task at hand. Marnie finds it difficult to transition from one activity to another and does not cope well with change in her environment.

Profile 2 – Max Grade 3
Max is eight years old and has been diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). He is medicated and a tablet is administered to him at lunch time. He has a 12- year-old brother and seven-year-old sister, neither of whom have any special learning needs, and lives with his parents and siblings. The family speaks only English. Max has difficulty with working memory, writing and spelling, attention and concentration, and oral language. He can sometimes misbehave when tired or stressed and has difficulty making friends due to often misunderstanding social cues or messages.

Profile 3 – Pax Grade 5
Pax is 10 years old and is from Thailand. He has lived in Australia for two years. He has one younger sibling and lives with his mother, who is also Thai, and his father who is Australian. Pax’s mother speaks minimal English, and his father is a truck driver who is away from the home for extended periods due to his work. Pax is a popular, bright, and sociable boy who excels at sport. His popularity sees his classmates all too willing to assist him in his schoolwork. Pax has had some assistance from a language unit with developing his spoken English and his reading and writing skills, but he remains significantly behind the expected levels for his age in these areas. He speaks predominantly Thai at home and is overly reliant on assistance at school, even though at times he is capable of the tasks required.

Profile 4 - Jack Grade 5
Jack is 11 years old and displays characteristics of a gifted and talented student. He is from an English-speaking background and lives with his parents and two younger siblings, who display similar characteristics. Jack has an excellent memory and can quickly provide facts, details or stories relating to complex events. He can point out connections between ideas and events. He has an intense level of curiosity and is enthusiastic about knowing and exploring, questioning everything when his interest is sparked. Jack is looked to as a leader in the class and school and is proud of his position as class captain. He displays empathy and sensitivity that is above that of others of his age. He can get frustrated if he feels he is not achieving his best. He has an advanced sense of humour and loves puns. Jack often works with students in the class who are struggling to comprehend new concepts or skills. He is imaginative and presents coherent, albeit unique, arguments to get his own way. He is goal directed and sees mistakes as learning experiences rather than failures.

Profile 5 - Jena Grade 6
Jena is 12 years old and has spina bifida. She is in a wheelchair and needs assistance with toileting. Jena has a mild intellectual disability and has difficulty paying attention, problems with language and reading comprehension, and trouble learning maths. She is also developing an allergic reaction to latex. She is very nervous about leaving the familiarity of her primary school and attending secondary school next year. She is overly dependent on support staff when completing work or encountering activities and situations she does not enjoy.

Do not assume any information that is not included in the student profiles.

Task Length:

Due Date:

Week 13

Weight:

50 %

CRITERION #

CRITERION