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MODULE NAME: MODULE CODE:

Multicultural Education MCED7311

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER AND MARKING RUBRICS)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity and Property Rights Policy (IIE023), as well as any rules and regulations
published in the student portal.

INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Your assignment must be submitted through SafeAssign.
3. Save a copy of your assignment before submitting it.
4. Assignments must be typed unless otherwise specified.
5. All work must be adequately and correctly referenced.
6. This is an individual assignment.
ACADEMIC HONESTY DECLARATION
Please complete the Academic Honesty Declara on below.
Please note that your assessment will not be marked, and you will receive 0% if you have not
completed ALL aspects of this declara on.

Declara on SIGN
I have read the assessment rules provided in this declara on.
This assessment is my own work.
I have not copied any other student’s work in this assessment.
I have not uploaded the assessment ques on to any website or App offering
assessment assistance.
I have not downloaded my assessment response from a website.
I have not used any AI tool without reviewing, re-wri ng, and re-working this
informa on, and referencing any AI tools in my work.
I have not shared this assessment with any other student.
I have not presented the work of published sources as my own work.
I have correctly cited all my sources of informa on.
My referencing is technically correct, consistent, and congruent.
I have acted in an academically honest way in this assessment.

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Referencing Rubric

Providing evidence based on valid and referenced academic Markers are required to provide feedback to students by
sources is a fundamental educational principle and the indicating (circling/underlining) the information that best
cornerstone of high-quality academic work. Hence, The IIE describes the student’s work.
considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Minor technical referencing errors: 5% deduction from the
Part of achieving these high standards is referencing in a way that overall percentage – the student’s work contains five or more
is consistent, technically correct and congruent. This is not errors listed in the minor errors column in the table below.
plagiarism, which is handled differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty overall percentage – the student’s work contains five or more
of a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
 The referencing style is generally  Poor and inconsistent referencing style used in-
 The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text  Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list.  For example, page numbers for direct  For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors.  The referencing format is incorrect.
 Referencing format is  The correct referencing format has been  Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
 Concepts and ideas are typically  Position of the references: references are only
 The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections of
for the module’s discipline has from one small section of the work. work.
been used, i.e., either APA, OR  Position of the references: references  For example, incorrect author information is
Harvard OR Law are only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for direct
 Position of the reference: a  For example, the student has incorrectly quotes missing, page numbers are provided for
reference is directly associated presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
with every concept or idea. book chapters (bibliography/reference used (in-text); the bibliography/reference list is
list). not in alphabetical order, the incorrect format for
 For example, quotation marks, a book chapter/journal article is used, information
page numbers, years, etc. are is missing e.g. no place of publication had been
applied correctly, sources in provided (bibliography); repeated sources on the
the bibliography/reference list reference list.
are correctly presented.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors.  No relationship/several incongruencies between
 There is largely a match between the the in-text referencing and the
 All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography.  For example, sources are included in-text, but not
included in the bibliography/  For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
.....................................................................................................................................................................................................................................................................................................
.....................................................................................................................................................................................................................................................................................................

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ACTIVITY 1 (Marks: 40)

Read the following case study as your assignment questions will be based on it.

LGBTQ & Multiculturalism

Lesbian, Gay, Bisexual and Transgender communities intersect with multiculturalism in a unique
way. Very often, especially in Western culture and societies influenced by Judeo-Christian and
Islamic religions, LGBTQ groups have experienced systematic stigmatization and exclusion from
the mainstream cultures. Unlike most racial or ethnic minorities who ‘s existence is recognized as
legitimate through concepts of genetics and heritage, LGBTQ communities have had to fight to
claim legitimacy. This concept continues today in the debate over whether being LGBTQ is a
matter of choice or a matter of internal biology. Historically, Gay, Lesbian, Bisexual and
Transgender groups have formed their own groups--often underground or subculture--the last
twenty years have seen an opening of awareness of LGBTQ rights, issues, and culture.
Increasingly, especially in many urban and metropolitan circles, LGBTQ groups are recognized by
the mainstream as having separate history and other cultural markers that set them apart, and in
many ways LGBTQ issues, awareness and culture is being recognized. For example - Inclusion of
Sexual preference into non-discrimination laws/ -Gay pride parades -gay and lesbian couples’
access adoption services - President Obama declaring June the LGBTQ Pride/History month.
However, these instances are by no means a representation of most of the acceptance for LGBTQ
groups. The controversial reception of these previously mentioned examples highlights the fact
that LGBTQ culture is not fully accepted or recognized by the mainstream. Another example is in
the efforts that continue to fight for LGBTQ issues to be included in public school multicultural
awareness and sex education curriculums, as well as safe environments for LGBTQ students and
people who might be discovering their sexuality.

Written by Turner, Kamille; Smith, Raymond Arthur, 2009

As a fast-growing society it is important to be aware of the conversations happening around us.

We cannot ignore the realities of our changing world. We need to embrace this and prepare
ourselves to address these conversations bravely. There have been heated debates and intriguing
discussions, about LGBTQ.
LGBTQ is a growing community, and we need to educate ourselves and students about who they,
are and what this means in society.

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Instructions
Analyse critique and apply your understanding in a 1000 - 1500 words essay, about the LGBTQ
community. Focus your discussion on the following areas:
 Describe using literature, how would you explain the concept of LGBTQ and identities to
students in a way that promotes understanding and inclusivity?
 Discuss the stereotypes, biases, and misconceptions related to LGBTQ and identities in
your classroom? Provide examples of specific activities or discussions you would
facilitate.
 How would you address potential challenges or resistance from parents, colleagues, or
community members when discussing LGBTQ+ topics with students?
Support your discussion with at least four credible sources.
Note: Be objective, you do not have to give your opinion only you’re understanding and
professionalism.
*Refer to content covered within the module, to support your discussion.
Please consult the rubric for guidance.

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Assessment rubric for Activity 1 (Marks awarded: 40)

Marking Criteria Not achieved Average Above average Excellent

0-2 3-4 5-7 8-10
Concept of LGBTQ and The student The student demonstrates a The student demonstrates a The student demonstrates a
their communities are demonstrates a lack of basic understanding of LGBTQ solid understanding of LGBTQ comprehensive understanding of
explained, with understanding of concepts. The definition uses concepts. Furthermore, clear LGBTQ concepts and effectively
contextualising LGBTQ concepts. language and concepts that understanding of how to engages and educates the age
relevance to students. Furthermore, failure are generally appropriate but communicate LGBTQ concepts group without overwhelming or
to adapt their may require some further in an age-appropriate manner confusing them.
explanation to the simplification or clarification. is evident.
age-appropriate level.
Discussed stereotypes, The student fails to The student answers the The student answers the The student answers the question
biases, and answer the question question in a question in a in a mature and sophisticated
misconceptions related sufficiently. rudimentary fashion. thorough and age-appropriate fashion, citing specific, illustrative
to LGBTQ & their Examples are The examples are limited. manner. examples that support the
identities with inappropriate or The examples provided are response.
reference to classroom Ineffective and does adequate and relates to
examples / activities / not discuss LGBTQ classroom setting.
discussions. within classroom
practice.

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Identified potential The response shows a The response demonstrates a The student offers insightful The response demonstrates an
challenges from lack of awareness or basic understanding of explanations, demonstrating a exceptional understanding of
parents, colleagues and understanding of potential obstacles or good understanding of why potential obstacles or resistance,
community members potential obstacles or resistance but may overlook these challenges may arise including nuanced and complex
when discussing LGBTQ resistance. The significant challenges. Limited and the impact they can have challenges that arise when
with students. student fails to insight into why these on discussing LGBTQ. discussing LGBTQ.
provide any challenges may arise, offering
meaningful insight only surface-level
into why these explanations.
challenges may arise.
Language structure 0-1 2-3 4-5
Writing The academic style, tone and The academic style, tone and Used a formal academic style,
Essay is well structured, format is unacceptable. There format has been reviewed. tone, and format. Work shows
with a logical, coherent is a lack of proofreading and Proof reading and revision is evidence of proofreading and
flow. Academic tone and revision. evident. revision.
clear writing are used.
Synthesis of ideas is The essay fails to integrate The essay offers limited critical The essay demonstrates a clear
evident from a well-built information or viewpoints analysis but may rely more on understanding of the sources and
essay based on multiple from the sources effectively. summarising or restating effectively connects them to the
sources. information from the sources. overall argument or claim.

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ACTIVITY 2 (Marks: 30)

Assignment Background: Cultural Diversity
South Africa's history is extremely varied and encompasses a wide range of people, cultures, and
faiths. As future educators it is important to understand cultural diversity of learners to foster
meaningful and enriching lessons.

Instructions:
Conduct an interview with a student from a different cultural group within South Africa that is not
one you belong to. Analyse and compare the culture with your own.
Write a reflective essay of 1000 words explaining the following key pointers:
 Compare and contrast their cultural practices, traditions, and values. How do these cultural
aspects shape their identities and perspectives?
 Explore their experiences of assimilation and maintaining their cultural identity and
compare their journey with your own. What insights did you gain about the complexities of
cultural adaptation?
 Reflect on the personal growth and learning you experienced through this process of
interviewing a student from a diverse culture.
o How did this interview challenge your assumptions and broaden your understanding
of cultural diversity?
o Discuss the implications for your future role as an inclusive educator.
Note: Your essay should include credible sources that justify your understanding of the chosen
culture.

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Assessment rubric for Activity 2 (Marks awarded: 30)

Marking Criteria Not achieved Average Above average Excellent
0-2 3-4 5-7 8-10
Cultural comparison Offers minimal or Provides a vague or Offers a comparison and Provides a comprehensive and
and contrast incorrect comparison incomplete comparison of contrast of cultural practices, insightful comparison and
with unclear or cultural practices, traditions, traditions, and values, contrast of cultural practices,
inaccurate and values. Fails to articulate highlighting key differences traditions, and values between
understanding of their impact on identities and and similarities. Provides a the student's culture and the
cultural aspects. perspectives effectively. clear understanding of their author's own. Demonstrates a
influence on identities and deep understanding of how these
perspectives. aspects shape identities and
perspectives.
Assimilation and Provides minimal or Offers a surface-level Conducts a thorough Engages in a thoughtful
cultural identity incorrect exploration exploration of assimilation and exploration of the interviewed exploration of the interviewed
of assimilation and cultural identity experiences, student's experiences with student's experiences regarding
cultural identity, with lacking detailed comparison assimilation and cultural assimilation and maintaining
unclear or inaccurate and insights. The discussion of identity and draws a cultural identity. Compares these
insights into cultural cultural adaptation may be meaningful comparison with experiences with the author's own
adaptation vague. the author's experiences. journey. Offers rich insights into
complexities. Discusses key insights about the complexities of cultural
cultural adaptation adaptation.
complexities.

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0-2 3 4-5
Personal growth and Offers minimal or incorrect Presents a basic reflection on Reflects on personal growth and
learning reflection on personal growth personal growth and learning, learning through the interview
and learning, lacking mentioning some general process, demonstrating deep
meaningful insights into the takeaways from the interview insight into the impact of the
interview experience's impact. experience. experience on the pre-service
teacher’s perspective. Discusses a
range of specific lessons learned.
Challenging Offers minimal or incorrect Presents a basic explanation Provides a thorough and insightful
Assumptions and future discussion of assumptions of how the interview discussion of how the interview
role challenged and implications challenged assumptions, challenged the pre-service teacher
for the future role. however, lacks depth in assumptions about cultural
understanding the broader diversity. Demonstrates a clear
impact. Discusses some understanding of how the
implications for the pre- experience broadened their
service teacher’s future role. understanding. Discusses the
implications for their future role
as an inclusive educator with
depth.

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ACTIVITY 3 (Marks: 30)

Effective communication is essential for teaching. In your role, you must understand complex
information, convey it clearly (verbally and in writing), sustain student attention, address questions,
adapt to various learning styles, motivate students, build supportive relationships, manage the
classroom, and provide feedback. All these tasks rely on strong communication skills.
As part of your training for effective classroom communication, you are tasked with creating a 2–3-
minute video on the steps to be followed when there is an emergency fire drill. This video will be
used at the start of the year to inform learners about the process in the event of an emergency.

Instructions:
Provide clear and easy verbal instructions for learners. Please outline the key steps you will include
in your video, ensuring they are precise and easy to understand. You may use any verbal language
appropriate for learners, but please include English subtitles to ensure accessibility (If your video is
presented in English, subtitles are not required).
Additionally, briefly describe any visual aids, or demonstrations you plan to use to enhance clarity
in your video. Your video should be suitable for all age groups at Primary school.
Please submit your video outline along with a brief explanation of your instructional approach.
You may use any video creator software you are familiar with. The following Apps are
recommended:
• Microsoft PowerPoint

• Canva: https://www.canva.com/templates/

• Vimeo.com: https://vimeo.com/

• VideoWiki: https://video.wiki/
*Note:
a) Do not exceed 3 minutes.
b) When submitting your video, it would be best to download and embed this in the
assignment template.
c. If you intend on inserting the URL link, and this is inactive during the marking process you
will receive zero!

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Assessment rubric for Activity 3 (Marks awarded: 30)

Marking criteria Note achieved Average Above average Excellent
0-2 3-4 5-7 8-10
Clarity of instruction The video lacks clear and The video provides some The instructions are The video offers
easy-to-follow instructions, clarity but lacks consistency generally clear and easy to exceptionally clear and
making it difficult for and may confuse learners in follow, with some minor concise instructions that are
learners to understand the places. improvements needed. easy for learners of all ages
steps. to understand.
0-1 2-3 4-5
Video outline. The video outline is missing The video outline provides a The video outline is
or incomplete, lacking a basic structure and comprehensive, well-
clear structure or plan. understanding of the structured, and effectively
intended content and communicates the content
approach. and approach to be covered.
Visual aids and The video lacks visual aids, Visual aids, cues, or Visual aids, cues, or
demonstrations. cues, or demonstrations, demonstrations are used demonstrations are expertly
hindering clarity and effectively to clarify and integrated, greatly
engagement. reinforce key points. enhancing understanding
and engagement.
Suitability for all age The video is not suitable for The video is generally The video is highly
groups, subtitles are all age groups, lacking suitable for all age groups, adaptable and suitable for
included for accessibility. adaptability or considering with some minor learners of all ages, with
diverse learner needs. adjustments needed. English exceptional consideration of
Subtitles are included; subtitles are included and diverse needs. English
however, it is ineffective or provide effective subtitles are integrated,
distracting. accessibility to the content. ensuring full accessibility,
and complementing the
instruction.

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Overall quality and The video lacks creativity The video is somewhat The video is exceptionally
creativity. and is of poor quality, creative but could benefit creative, with outstanding
hindering engagement and from improvements in production quality,
interest. quality and engagement. captivating and fully
engaging viewers.

[TOTAL MARKS: 100]

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