Educational Support Task: Curriculum and Strategies for K12

This assignment addresses various aspects of educational support within the K12 framework, covering inclusive education models, ESL resources, and curriculum development. It explores different types of educational systems, emphasizing the shift towards inclusive practices and the importance of adapting curricula and teaching methodologies to cater to diverse student needs. The assignment highlights resources available for ESL students in Australia, including books, audio materials, and interactive tools. It also delves into strategies for encouraging student participation, curriculum development processes, and factors influencing the selection of educational strategies. Furthermore, the assignment discusses support services, community organizations, and the role of translators in supporting diverse student populations. It outlines the curriculum's main components, including rationale, aims, content descriptions, and achievement standards. The document also covers observation types, educational goals, teaching strategies, and employment conditions for educational assistants in Australia, concluding with a sample excursion proposal.

EDUCATIONAL SUPPORT
TASK CODE: 966505
STUDENT ID:

Q1.
The systems of education as been said by Serge Thomazet1, a researcher and expert on the topic
of educating special requirements children, can be divided into three main types as inclusive,
integrated and segregated. It is in the 20th century in France and Switzerland, schools were
developed to offer mentally challenged children education with special techniques, which helped
these children to segregate themselves as special. Integration concept was developed during the
1970’s where these special children were asked to be included in the schools for the regular. In
the UNESCO conference in Salamanca , 1994, it was proposed that more and more handicapped
children should be included in the normal social institutions.
Inclusion happens when the whole system is redesigned and modified with changes in the
curricula, content, methodology, structure, strategy and approach. In this system teachers are
trained in preservice and also during professional terms to recognise special needs and to respond
to different learning styles and present lessons in different ways to suit a wide variety of
students. Impaired Students needs are addressed by modifying curricula or adapting materials.
Q2.
There are several language and literary resources for ESL in Australia. They include various
Books, audio instruments , podcasts, videos assessment sheets and interactive video and
audio puzzles and quizzes. Some are :
1. AMES Victoria Bookshop- these contains resources of grammatical
learning from the basic to industry specific training, so, all the levels from
1-5 are covered.
1 THOMAZET Serge (2008), « L’intégration a des limites, pas l’école inclusive ! ». Revue des sciences de
l’éducation, volume 34, numéro 1, p. 123-139. http://id.erudit.org/iderudit/018993ar

2. Sugar Bag on Damper- foe beginners to intermediate levels. This is a
small publisher mainly dealing in vocabularies and picture dictionaries.
Levels 1-3
3. Boyer Education- beginner’s level where basic grammar, spellings and
everyday conversational languages. Level 1-2.
4. Spark! Wordbank and Workbooks- more constructive book whereas
most frequent and organised topics are discussed. Food, phonics, lifestyle,
people are discussed in these books. Level 3-4.
5. Australian Postgraduate English Language Services (APELS) - this is
for the advanced level. Level 5 students can use this as these publishers’
deals with everyday interactive English language and skill based English for
professionals.
Q3.
We could encourage the other students by giving them role plays where the proficient students
will be teachers of Luca and Kaiya and would play with them while conversing in English.
Q4.
The strategies are:
 Shaping: an outline of the F-12 curriculum is developed. With advises from
expert teachers and the parents and sometimes even the students .
 Writing: the specialized team is constructed to develop and write the curriculum
which is made available for public opinion and then the curriculum is printed.

 Implementation: several authorities in the administrative and the educational
sectors are consulted by the ACARA2 team and the curriculum is validated.
 Monitoring and evaluation: collecting feedback from students , teachers and the
parents are a must for the ACARA team. They decide whether further
development is required.
Q5.
A. Factors to choose strategies :
 The factors that must be chosen equity and excellence.
 All should be confident and creative learners.
 Encouragement is necessary .
 Understanding of each student.
 Understanding the skill of each student and act accordingly .
B. Support services:
 Disability Discrimination Act
 Rewarding the gifted and talented students with job offers and other
rewards
 English as an Additional Language or Dialect: Teacher Resource. A website
developed by ACARA.
C. Organizations in the local community:
2 https://www.acara.edu.au/curriculum/development-of-australian-curriculum

 Melbourne Declaration on Educational Goals for Young Australians (MCEETYA,
2008)
 'Students with disability' webpage.
 'Gifted and talented students' webpage.
 English as an Additional Language or Dialect: Teacher Resource.
 Equity and Diversity Advisory Group
D. Since Juan’s family is Spanish and Juan and his sister only speaks the best
English in the family we would need a translator who would make them
understand the websites and the groups. The websites can be translated in Spanish
too , and it will be easier for them to understand.
Q6.
The main contents and vision of the curriculum are3:
 A rationale: The Western curriculum includes English, Mathematics and Science
from the Australian ACARA curriculum. Year level syllabi for humanities ,health ,
physical education/ tech/arts/ languages remain generally compatible to Western
Australian learners .
 Aims: Locating values of accomplishment, and evaluation and documentation, for
your children
 Content description: programming a sketch of program and appraisal that put out the
facts, thoughtful, ability, principles and approach your children are anticipated to attain
 Achievement standards: mounting guiding principle for the evaluation of
accomplishment
3 https://forms.wairc.wa.gov.au/Pages/AwardsAgreements/Agreements.aspx?agreements=e

 General capabilities: Mounting and recognize lessons for schools by location and
footaging each student’s success beside values, and exposure on those principles.
 Cross curriculum: Given the phased application of the curriculum in Western Australia,
schools can teach parts of both current and former form of Australian learning.
Q7.
There are eight subjects:
Health and physical education
Mathematics
Science
English
The arts
Languages
Health and physical education
Technologies.
Humanities, citizenship and social sciences (which includes civics, geography, citizenship ,
history and economics and business)

Q8.
The achievement standard describes an expected level that the majority of students are achieving
or working towards by the end of that year of schooling. Some students will have progressed
beyond the achievement standard; others will need additional support. The expected standard for
each year is described as 'C' or Satisfactory. As the student's reporting grade output is a broad
range of categories each grade reflects a broad range of student qualities In semester 1 & 2,
many learners will receive the same grade, despite an observed growth in learning. Considering
that semester 2 builds on semester 1, retaining a level shows that learners had a more developed
learning and thus had their own growth experience.
Q9.
The Pre-primary to Year 10 Western Australian syllabus offer a rational and all-inclusive set of
prearranged content and accomplishment standards which schools will use to arrange student
learning programs, measure student growth and account to parents.
Q14.
Observation
Type 01  Participant observation.
Type 02  Structured observation
Type 03  Field experiments.

Q15.
The main five goals of Australian school children are :
  winning learners
  self-assured and resourceful individuals
  active and well-versed young people who are ready to acquire their place in
society
  be strong in numeric’s and literature
  Be ready to take on any situation.
Question 16.
5 strategies adapted from Barry & King (1968) book ‘Beginning teaching and
beyond’.
01) Use Teaching Strategies that Go ahead of the Textbook.
02) Use the Goldilocks Approach for Planning Objectives
03) Use Visual knowledge Strategies.
04) Give Students a Choice.
05) Plan Your Assessment First.
Q 16 b. Western Australia
Q17. Average Educational Assistant Hourly Pay AU$22.56

Q18. Ordinary working hours for education assistants on an average is 38 hours a week
maximum.
Q19. Benefits of workplace policies and benefits- it ensures the safety and security of the
employees and also keep them responsible for their duties.
Q20. In Australia an industrial award is a decision given by either the Fair Work
Commission or by a state trade dealings charge which gift all wage earners in one industry or
occupation the same least pay rates and circumstances of employment such as leave entitlements,
overtime and shift work, as well as other place of work associated conditions.
Q21. Terms and conditions- anyone employed in the department of education can submit a
nomination. Parents and students are not allowed and self nomination is not allowed.
Q22. The awards can be sourced from Fair work Commission or State Industrial Relations
Commission.
Q23. The trade union will be an assistant to all grievances by the educational employees.
Q24.
Dear respected Principal Sir/ Ma’am,
This is to bring to your kind notice, the proposal for our class excursion meant for the students of
year 1, planned for the coming month.
One of the best places for an educational excursion is a museum and thus we have chosen it as
our proposed destination of our outing. The museum is within the city limits and also affordable
to enter.

The museum as an excursion venue shall simultaneously educate and inform us while providing
enough entertainment to prevent boredom. The museum has a wide variety of subjects on display
for students of all interests.
We have chosen the last Friday of the next month as the day of our excursion.
Thanking you,
Bibliography
THOMAZET Serge (2008), « L’intégration a des limites, pas l’école inclusive! ». Revue des
sciences de l’éducation, volume 34, numéro 1, p. 123-139. http://id.erudit.org/iderudit/018993ar