Task
You have been given the task of designing a short early childhood program (three learning experiences) that adopt a socially just/anti-bias approach to teaching. You need to choose one area from those addressed this session: gender, sexuality, linguistic diversity, ethnicity or Aboriginality. You are not required to implement the program for this assessment.

Pay close attention to issues of pedagogy and be thoughtful about the ways you incorporate the notion of socially just/anti-bias teaching in each learning activity that you build in throughout the short program. It is important to demonstrate how you will encourage children to be critical thinkers around your topic.

The short program [and thus, your assessment] needs to include these 5 tasks:

1) A rationale as to why this topic important for your centre to address (or one you have visited/had a practical experience with – if you are not currently employed in an EC setting). The rationale should include connections to your readings (300 words).

2) A brief discussion of how diversity and difference are evident in your service’s philosophy (or one you have visited/had a practical experience with – if you are not currently employed in an EC setting) and your own teaching philosophy. You must not use direct quotes, but discuss the philosophies in your own words (300 words)

3) Create 3 learning experiences where you begin to disrupt dominant discourses by encouraging children to think critically about your topic (650 words).

– Describe each activity and use annotations to demonstrate how each activity addresses the outcomes/elements of EYLF and/or NQS in regard to diversity and difference. Please see an example of the format for the learning experiences in the Resources folder on the subject’s Interact2 site. A minimum of 8 annotations in total must be made across the 3 learning activities (200 words per learning experience – annotations are not included in this word count).

– Write a combined justification explaining how the learning experiences encourage children to be critical thinkers and demonstrate a socially just/anti-bias approach to teaching. The justification should include connections to your readings (250 words).

4) Do an audit in your room for resources that might be encouraging dominant discourses around your chosen topic (eg if your topic is sexuality, you might note resources that represent social norms like heterosexual parents, gender roles, etc.). Make a list of these resources. Then explain how they could be utilised differently to challenge the dominant discourses they convey, or what kinds of resources could be included to show diversity around your topic (300 words).

5) Write a personal reflection considering your cultural plunge, the main ideas that have been presented in the subject materials and what, if any, influence they will have on your classroom practice. Include a discussion on why it is important we critically reflect on our knowledge/assumptions/bias/beliefs to become socially just teachers (500 word).
The entire assessment should use no less than 6 references (from your readings and extra readings if possible).

Rationale
This assessment is designed to allow you to imagine how issues we are reading about and discussing in this subject impact upon the work of teachers. To that end, you are asked to think deeply about one of the topics we have addressed in the session, and to frame a short program for your centre. This should be designed so it creates opportunities for reflection and learning for the children in your service, and to advocate the celebration of diversity and difference. In completing this assessment task, you will work towards meeting the following learning outcomes:

– identify social justice issues for children, families and communities
– critically reflect on the knowledge base and assumptions that frame early childhood practice in relation to diversity, social justice and equity and explore alternatives that may lead to more inclusive and just practices in EC education
– demonstrate a critical understanding of issues related to diversity, social justice and equity and develop pedagogies and curricula for a more inclusive and just practice in early childhood contexts and the broader community.

Marking criteria
Your assessment will be graded under the following criteria:

Criterion A)
The program is thoughtful and realistic in its articulation and includes
i) a rationale clearly supporting the choice of topic
ii) a clear discussion of service and personal teaching philosophies
iii) three learning activities relating to a chosen topic, that are described, annotated and justified
iv) a thoughtful audit of the centre resources with reference to a chosen topic
v) a personal reflection (30%)

Criterion B)
• The activities within the program demonstrate:
i) 3 learning experiences which include a relevant and appropriate range of activities to explore the topic
ii) a well articulated justification of the teaching practices used in each learning experience that draws upon concepts from subject readings and additional literature (40%)

Criterion C)
• The professional reflection includes:
i) a well articulated discussion that reflects on your plunge experience and the key ideas raised in the modules in light of adopting a socially just approach to teaching (10%)

Criterion D)
•Tertiary level of writing and referencing (20%)

Criterion High Distinction Distinction Credit Pass Fail
A. The short program is thoughtful and realistic in its articulation and includes:
• A justification clearly supporting the choice of topic
• A reflection on the centre philosophies and your own teaching philosophies in regard to diversity and difference
• An audit of the centre’s resources in regard to your topic
(30%)

The short program includes: an excellent justification for the choice of your topic and why it is an appropriate topic for your service; an excellent reflection of philosophies that are logically connected to diversity and difference; a comprehensive and critical reflection on the use of centre resources to assist in disrupting dominant discourses. The plan short program includes a very good justification for the choice of your topic and why it is an appropriate topic for your centre; a very good reflection of philosophies that are logically connected to diversity and difference; a critical reflection on the use of centre resources to assist in disrupting dominant discourses.

The plan short program includes a satisfactory justification for the choice of your topic and why it is an appropriate topic for your centre; a satisfactory reflection of philosophies that mention diversity and difference; a satisfactory reflection on the use of centre resources. The plan short program includes a basic justification for the choice of your topic and why it is an appropriate topic for your centre; a basic reflection of philosophies in regard to diversity and difference; a basic reflection on the use of centre resources. The plan short program fails to includes a justification for the choice of your topic and why it is an appropriate topic for your centre; fails to reflect on philosophies/or has no mention of diversity and difference; fails to reflect on the use of centre resources or shows little understanding of of the task.
B) The activities within the short program demonstrate:
• The ability to present a critical and reconceptualised view of the topic being explored
. contains 3 learning experiences designed to promote social justice/anti-bias with children of the chosen topic.

• A well articulated justification that draws upon concepts from subject readings and additional literature
(40%)
All activities are a pedagogically sound opportunity to encourage a critical or reconceptualised view of the topic and the learning design explicitly encourages children to engage critically with the notion of the topic.
The rationale for all activities demonstrates a clear relationship to key concepts from a range of subject readings and additional literature.
Overall, a well-conceived professional development day that could be put into practice.
Most activities are a pedagogically sound opportunity to encourage a critical or reconceptualised view of the topic and the learning design explicitly encourages children to engage critically with the notion of the topic.
The rationale for most activities demonstrates a clear relationship to key concepts from subject readings and additional literature.
Most activities are a pedagogically sound opportunity to encourage a critical or reconceptualised view of the topic and are influenced by critical and/or reconceptualist perspectives
Rationale for most activities demonstrates a clear relationship to key concepts from subject readings or additional literature.
Some activities are pedagogically adequate to encourage a critical or reconceptualised view of the topic but may not be clearly articulated.
Rationale for some activities has basic relationship to key concepts from subject readings or additional literature.
Few activities are informative or likely to encourage a critical or reconceptualised view of the topic.
Rationale for each activity has limited relationship to the subject readings or additional literature

C) Professional reflection
(10%) The professional reflection is critical and articulates, explores and analyses key ideas arising from the subject readings, considering the plunge and their teaching practices Early Childhood settings. The professional reflection includes some analysis of key readings and the plunge experience highlighting need for a socially just approach in Early Childhood settings. Clearly expresses a detailed and professional reflection that which is supported with relevant and further research and considers the plunge experience. There is also evidence of analysis in their discussions Utilises relevant literature and research and mentions the plunge experience to support their understandings of the content’s influence on educational practice. Very basic discussion of the topic in general, does not consider the plunge experience, does not discuss any relation between the readings and their teaching practices.
D) Tertiary level of writing and referencing
(20%)
High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Sustained evidence of correct citation and referencing High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Consistent approach to citation and referencing. Logical and consistent structure. Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised. Consistent approach to citation and referencing with few errors. Lack of clarity in places. Text structure may lack clear organization. Minor spelling, punctuation or grammatical errors. Mostly consistent approach to citation and referencing with few errors. Significant number of spelling, punctuation or grammatical errors per page. Text structure lacks appropriate organisation. Inadequate citation and referencing
A copy of this rubric is available in Resources on the subject Interact site.
Presentation
Please prepare and submit your assignment as a Word document (use Times New Roman, Size 12 font, 1.5 line spacing and 2.5cm margins). Ensure that you include the appropriate cover page and include a footer that contains your name, student number and page numbers.

CLICK BUTTON TO ORDER NOW