E.

Green
Student ID: 17685818

Task Two Catering for Diversity

Background Information for Artefacts A and B
Artefacts A and B were created by children in a split Year 1/2 class in a low
socio-economic school in central Kalgoorlie. The Year 1/2 class is extremely
multicultural with students from all over the world. Learning abilities in the classroom are
quite mixed, some year ones are achieving below average grades while others are
working at a year two level. Meanwhile, some year twos are working at a year one level
and others working beyond their year group. Three children speak English as their
second language (ESL). Although the three ESL students have quite good English skills
and still excel in class, at times they do require extra assistance. There is also one child
who has a hearing impairment, therefore, requires a hearing aid and extra assistance.
Artefact A Dreamtime Story Writing
After the students explored a variety of well-known dreamtime stories, completed
retells and role plays reflecting those stories, Artefact A was developed to assess their
knowledge and understanding of dreamtime stories. Students were required to create
their own dreamtime story reflecting the qualities observed in previous stories. Artefact
A focuses student learning around the Year One English content descriptor ACELT1586
and the Year Two English content descriptor ACELT1593 (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2016a; ACARA, 2016b). Two different
storyboards were available to cater for the different writing and learning abilities of the
students in the classroom. Most Year One students and the lower performing Year Two
students were given 6 storyboards. The Year One students who perform above their
year level and the remainder of the Year Two students were supplied with 8
storyboards. As an extension for the few Year Two students who excel beyond what is
required of them, the students developed their story into an iBook using an app on the
iPads. A scribe was provided for the student who is deaf. ESL students were also
provided with extra support and a scribe where necessary.
According to Subban (2006), differentiation is the acknowledgement of the
diverse student backgrounds, readiness levels, languages, interests and learning
profiles. Artefact A differentiates for both year groups in the class, readiness levels and
learning profiles.

E. Green
Student ID: 17685818

By drawing content descriptors from both Year One and Year Two curriculum
allowed Artefact A to be developed, however, it also provided modifications for the
different learning needs and strengths within the classroom (ACARA, 2013). In a Year
1/2 class there is a variety of learning needs, strengths, weaknesses and abilities.
Therefore, it is not fair to expect each student to produce exactly the same amount and
quality of work (Westwood, 2013). By modifying the product, students are provided with
the opportunity to meet the assessment criteria to the best of their ability.
Written assessments can limit the opportunities students with physical problems
making writing a difficult and slow task or for students who struggle with English as their
second language (Westwood, 2013). Students may have a deep understanding of the
learning content; however, are not able to demonstrate their understanding due to the
inability to write and complete the task efficiently (Westwood, 2013). Therefore, it is
important to cater for these students during learning and assessment tasks to provide
them with similar opportunities to demonstrate their understanding. By providing these
students with an alternative method to complete the task, they are being catered for
appropriately and effectively. Providing a scribe to write down the ideas from students
with a disability and to students who speak English as a second language is an effective
method to adapt a task to the needs of the students (School Curriculum and Standards
Authority [SCSA], 2014; Westwood, 2013).
Modifying the procedure of an assessment is important, as it ensures the task is
made more accommodating (Westwood, 2013). Artefact A could have catered more for
differentiation by providing a writing prompt such as Long, long ago at the beginning
of the story board for students who do not have strong writing abilities.

Year One Template

Year Two Template