| ELT 2014 Assessment 1 – Case Study | |
| Module code | ELT2014 |
| Module title | Special Educational Needs and Disabilities |
| Submission date, time | 27/2/24 @ 5pm: Group Presentation slides for part (a) uploaded to TurnItIn 28/2/24 : Group Presentations in class for part (a) – ALL MUST ATTEND 22/3/24 @ 9pm: Suggested deadline for part (b) 12/4/24 : 9pm: final submission deadline for all parts – slides (full set), animation, reflection) |
| Feedback type & date | Online written feedback 3/5/24 by 9pm |
| Word count | Group Case Study considering a SEND case in a school setting (100%). (a) A group presentation of legislation, policy and practice relating to the case (30 mins max). Individual grades will be awarded.(b) Create an individual animation/ video using personal work-based experience related to the case where appropriate (5-10 mins) This should be from the perspective of the child.(c) Individual reflection on personal contributions to parts (a) and (b) (1000 words) |
| Assignment type | Presentation, animation, reflection. |
| Assignment structure, format and details | Part (a) Presentation Group Case Study –a fictional character, including diagnosis, age, behaviour in school, family situation, brief history of school experience. As a group, expand on the situation that has led to this child being relocated in a new Primary school setting in North London. Present (30 mins max) how, in the light of relevant reading, you might work with a team in school to address the following issues with the given child in this situation: • Barriers to inclusion • Medical issues • Academic development • Social/ family matters • Behaviour • Language issues Concluding statement concerning main areas for action and development in school. Part (b) Animation Create and present a 5-10-minute animation/ video that explains the main strengths and needs of this child from the perspective of the child. Part (c) Individual reflection (1000 words) Report and reflect on your work on part (a) and (b). Consider: How has your work on this module informed your understanding of SEND issues? How could you work with other professionals to address SEND issues?How do you manage uncertainty in your professional role? How might you improve your ability to work as a team member and to deal with uncertainty in the future? |
| Assessed learning outcome (s) | Critically review SEND legislation, policy, practice and terminology.Investigate and research a range of special educational needs and disability.Critically examine the application of policy in practice.Construct a detailed child case study and demonstrate awareness of understanding from multiple perspectivesHave an ability to reflect on own contribution to team working to support SEND in educational contexts and apply empathy skillsHave an ability to cope with uncertainty in educational contexts |
| Assessment weighting % | 100% |
| Key reading and learning resources | https://mdx.keylinks.org/#/list/7452 |
| Assessment Criteria & Grading Sheet Level 5 | ||||
| Grade Level | Level 5 (Year 2 ) | |||
| Assessed generic academic skills – working towards to demonstrate and apply | Knowledge & Understanding (K&U) Demonstrates comprehensive knowledge and understanding of relevant subject area; systematic understanding; inter-relationships with relevant fields of study or specialist area (Key concepts and theories understood & applied relating to module learning outcomes, content & assessment criteria) | Reading and Research (R&R) Demonstrates skilled use of extensive range of sources of information and their application (Relevant range of module material, literature and research applied; operates in complex & un/predictable context – Acts with minimal direction; limited supervision; limited autonomy) | Intellectual & Cognitive Skills (I&C) Demonstrates analysis, synthesis, creativity, evaluation, conceptualisation & critical thinking, Problem solving (Reading & research is understood, applied, evaluated, critiqued & critically analysed. | Writing/Presentation Skills, & Personal Responsibility (W&P) Demonstrates developing competence in using ethical awareness & application; academic writing/presentation & referencing conventions. There will be evidence of development of individual style in the making of meaning; individual responsibility; effective professional & interpersonal communication (Harvard referencing is applied to cite quotes, paraphrase, apply reading & material to support argument. |
| FIRST 1 – 4 | ||||
| K&U R&R I&C W&P | * Demonstrates extensive and deep knowledge and understanding of different key ideas/theories * Assignment demonstrates considerable innovation in the selection of content/theory recognition * Uses a variety of information sources appropriate to the assignment * Evidence of wider reading and research, placing topic in an appropriate broader context * Develops coherent, logical and relevant arguments, drawing appropriate conclusions * Demonstrates depth of critical analysis, perceptive judgment and independent thought throughout * Writes fluently and effectively using a wide range of vocabulary; clarity of expression is excellent with consistently accurate use of grammar, spelling and punctuation * Explicit and logical structure designed to maximise development of ideas * Referencing clear, relevant and consistently accurate using the Harvard System * Demonstrates sound knowledge & understanding of ethical policy and procedures | |||
| UPPER SECOND 5 – 8 | ||||
| K&U R&R I&C W&P | * Demonstrates clear and accurate knowledge and understanding of key ideas/theories * Insightful and appropriate selection of content /theory in key areas * Good use of additional background information and reading, using appropriate sources * Well developed and connected argument * Demonstrates some evidence of independent thought and critical analysis * Language fluent; thoughts and ideas clearly expressed; grammar, spelling and punctuation essentially accurate * Clear structure that facilitates the development of ideas * Referencing relevant and mostly correct and consistent throughout using the Harvard System * Demonstrates sound knowledge & understanding of ethical policy and procedures | |||
| LOWER SECOND 9 – 12 | ||||
| K&U R&R I&C W&P | Demonstrates knowledge and understanding of key aspects of the topicSome weaknesses in understanding and knowledge Evidence of additional relevant readingSome aspects of the topic not fully addressed Develops some argumentsDemonstrates critical thinking with limited interconnections Language mainly fluent; work is largely coherent; minor spelling and/or grammar and/or punctuation errorsStructure is fairly clear but the material could be organised more effectivelyHarvard Referencing errors evident but of a minor natureDemonstrates appropriate knowledge & understanding of ethical policy and procedures | |||
| THIRD 13 – 16 | ||||
| K&U R&R I&C W&P | * Adequate knowledge of some aspects of the topic * Weaknesses in understanding and knowledge of key aspects * Key aspects of the topic not addressed * Evidence of some reading around the subject, not always of key relevance * Assembles ideas * Weaknesses in development of argument * Significant errors in grammar and/or spelling and/or punctuation * Language not always fluent or coherent but meaning is apparent * Some problems organisation of material/ structure * Harvard Referencing System present but with major inconsistencies/inaccuracies * Demonstrates knowledge & understanding of ethical policy and procedures | |||
| FAIL 17 – 20 | ||||
| K&U R&R I&C W&P | * Very confused knowledge and understanding of module content * Inaccurate/inappropriate content * Very limited or no evidence of background reading * Sources not acknowledged * References confined to material given in lecture handouts * No development of argument * Account is purely descriptive * Unsubstantiated claims based on anecdotes/generalisations * Language far from fluent; meaning unclear; spelling and/or grammar and/or punctuation consistently poor * Difficult to identify a coherent structure * Referencing has major inconsistencies/errors or is absent. Or Harvard System not used * No Bibliography * Demonstrates limited/no knowledge & understanding of ethical policy and procedures | |||
The following table details the support you will be receiving for this assessment and the feedback opportunities you will have.
| Support and draft feedback sessions for Assessment 1 – Case Study |
| Coursework briefing The first assignment briefing will take place on 4/10/23, followed by several references to key parts of the assignments during every taught session. |
| Feedback opportunities Feedback will be given continually in class sessions and can be offered on any taught session day from 3-3.30pm by appointment.Assignments will be discussed during most taught sessions and the focus of the lecture will be linked directly to assignments. Exercises in class time will support the preparation for assignments and provide time for peer feedback and support. Specific feedback on assignments will be provided in writing through Turnitin. Clarification on the written feedback can be requested at any time. One taught session is devoted to offering clarification on assignments to students. Materials are provided on MyLearning to offer specific advice in response to student questions. |
| Additional support LET workshops and individual tutorials. |
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