The Brief: Design an inclusive, welcoming, and supportive, learning environment that recognises diversity, that encourages children to participate actively and successfully, and that optimises learning and wellbeing. Ensure that both children, and families, feel welcome. Year group Primary (7 – 11 years). Part 1: Presentation (instructions) Plan and then draw an ‘idealised’ but mostly practical, example of a “classroom” which will meet -The Brief- described above. You must include both indoor elements (the classroom itself) and outdoor elements linked closely to the classroom (i.e., not things like the school oval or, basketball courts, or major school playgrounds). You could structure the outdoor elements so that they can be shared with some other classrooms. You may draw by hand or use computer aided design packages, and be advised that rough sketches are not acceptable. You are expected to be innovative and to think beyond a traditional classroom. You should achieve a balance between what is desirable and what is achievable. All ideas presented should be grounded in what research suggests is desirable, and this must be justified in the Rationale. Ensure you reference the research you are using to guide your planning. Included as part of your design, should be a legend or key, as well as labels and annotations which provide those viewing your presentation with enough information to recognise that -The Brief-, and presentation ins

Comments Off on The Brief: Design an inclusive, welcoming, and supportive, learning environment that recognises diversity, that encourages children to participate actively and successfully, and that optimises learning and wellbeing. Ensure that both children, and families, feel welcome. Year group Primary (7 – 11 years). Part 1: Presentation (instructions) Plan and then draw an ‘idealised’ but mostly practical, example of a “classroom” which will meet -The Brief- described above. You must include both indoor elements (the classroom itself) and outdoor elements linked closely to the classroom (i.e., not things like the school oval or, basketball courts, or major school playgrounds). You could structure the outdoor elements so that they can be shared with some other classrooms. You may draw by hand or use computer aided design packages, and be advised that rough sketches are not acceptable. You are expected to be innovative and to think beyond a traditional classroom. You should achieve a balance between what is desirable and what is achievable. All ideas presented should be grounded in what research suggests is desirable, and this must be justified in the Rationale. Ensure you reference the research you are using to guide your planning. Included as part of your design, should be a legend or key, as well as labels and annotations which provide those viewing your presentation with enough information to recognise that -The Brief-, and presentation ins

The Brief: Design an inclusive, welcoming, and supportive, learning environment that recognises diversity, that encourages children to participate actively and successfully, and that optimises learning and wellbeing. Ensure that both children, and families, feel welcome.
Year group Primary (7 – 11 years).
Part 1: Presentation (instructions)
Plan and then draw an ‘idealised’ but mostly practical, example of a “classroom” which will meet -The Brief- described above. You must include both indoor elements (the classroom itself) and outdoor elements linked closely to the classroom (i.e., not things like the school oval or, basketball courts, or major school playgrounds). You could structure the outdoor elements so that they can be shared with some other classrooms. You may draw by hand or use computer aided design packages, and be advised that rough sketches are not acceptable. You are expected to be innovative and to think beyond a traditional classroom. You should achieve a balance between what is desirable and what is achievable. All ideas presented should be grounded in what research suggests is desirable, and this must be justified in the Rationale. Ensure you reference the research you are using to guide your planning. Included as part of your design, should be a legend or key, as well as labels and annotations which provide those viewing your presentation with enough information to recognise that -The Brief-, and presentation instructions, have been met.
Your presentation must be able to be submitted via the Blackboard Turnitin portal.
Part 2: Rationale and Letter
Provide a written rationale for your design. Be sure to explain how the design will meet “The Brief”, and how it will meet the ethical and professional expectations of teachers, and how it will relate to your emerging philosophy of teaching (your personal approach to guiding behaviour and supporting learning). The rationale will be written formally, in paragraphs, and in third person, with reference to research.
Separate from your Rationale, prepare a one-page letter for communicating this information to parents/carers. It may take the form of an introduction to the new indoor/outdoor classroom which will be new to parents and students. Ensure that the letter home also addresses the requirements of “The Brief”. The letter should be written informally, with no reference to research, and should be engaging and welcoming, as well as informative.
Word count for the Rationale.
• 1,500 words plus or minus 10%. This includes all text (headings, in-text citations, and direct quotations). It excludes the reference list and cover page, which must be presented on separate pages.
• It is recommended that your word count is close to the upper word count limit. It is very unwise to present fewer than 1,500 words.
Marking Criteria
• Does the presentation (drawing) clearly meet the requirements of the assessment instructions? Is the information presented effectively? Is the drawing of high quality and relevant? Is it well supported by relevant research where that is required? Is the presentation (drawing) complete (see assessment instructions), well organised, and easy to interpret? (25 marks)
• Do the rationale and letter clearly meet the requirements of the assessment instructions (The Brief)? Is the information concise, accurate, insightful, and relevant? Is the rationale well supported by relevant research? Is the information complete, well organised, succinctly presented, and easy to read? Is syntax, spelling, and punctuation, correct? (20 marks)
• Are academic writing (rationale) and academic integrity (rationale) strong? Have references been used effectively and placed appropriately? Is summarising and paraphrasing of high quality? Is the work submitted and presented as required (see presentation instructions)? Is writing formal academic in style for the rationale, and informal for the ‘letter’? (5 marks)
General information:
• While there is no required number of sources used; perhaps 8 – 15 sources would be appropriate. Acceptable academic references are texts, research-based articles from scholarly, peer reviewed journals, and information from scholarly, government based or supported web sources (often with a designated purpose of supporting education).
• Please present the rationale element of the assessment in paragraph form – without use of dot points, or tables, or images.
• Each section must have its own heading (e.g., Rationale or ‘Letter’)
• Paragraphs should follow the normal ‘rules’ (if not sure, please review).
• Do not include an introduction nor a conclusion.
• The rationale must be written in third person (not first person) – That is, in a formal academic style.

Referencing:
• You are required to include page numbers in in-text citations in the Rationale (even when paraphrasing and summarising). While this is not an APA expectation, it is an expectation of this unit and in the School of Education. Including page numbers in all citations improves your ability to edit work, and allows markers to more easily check sources of information.
• It is strongly recommended that you do not use any direct quotations. If you absolutely must use a direct quotation, you may, but it is strongly recommended (a School of Education preference) that you demonstrate your ability to paraphrase and summarise work effectively instead.
• Remember to use APA (7th edition) format. It is important that both in-text referencing and end of text referencing are correct. This includes the setting out of the reference list as well as formatting for each citation. Please remember that you must have a clear understanding of what academic integrity is. You must ensure that your writing has academic integrity: that all work is summarised or paraphrased well and that all work is referenced appropriately. Please use the Curtin APA guide. http://libguides.library.curtin.edu.au/referencing/apa.
• Place all references on a single reference list, beginning on its own page, at the end of the assignment.
Presentation:
• For the rationale only: Required format: 2.54 cm margins (standard / default); size 11 or 12 font Arial, or Helvetica, or Times New Roman.
• For the rationale and reference list only: All work (including the reference list) should be double line spacing. Do not use single spacing.
• Do not include a contents page, nor an abstract.
• Do include a cover page (you may use any templates or create your own). Elements to include: Unit name, assignment number or name, your name, tutor’s name, date due and your final word count. Limit font size to 16. Ensure cover-page is simple and without adornment.
• Please include a header (your name and unit code) and a footer (page numbers).
Submit your work as a single document – probably as a PDF. Ensure that the format you select will be accepted though Turnitin.

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