24; 25; 26 2024

MODULE NAME: MODULE CODE:

MULTICULTURAL EDUCATION MCED7311

ASSESSMENT TYPE: Summative Assignment (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.

© The Independent Institute of Education (Pty) Ltd 2024

Page 1 of 13
24; 25; 26 2024

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:
........................................................................................................................................................................................................................................................................................
........................................................................................................................................................................................................................................................................................

© The Independent Institute of Education (Pty) Ltd 2024

Page 2 of 13
24; 25; 26 2024

Activity 1 (Marks: 30)

Bias within Curriculum Materials
Find or design an educational instruction material which presents a view of bias. This could be any
subject taught within South African context (Grade specific). In order for you to identify bias
representation in curriculum materials (e.g. textbooks, Case studies, Resources such as
Newspapers), you would need to be critical and fair, and have a comprehensive understanding of
the curriculum content and policy.

Instructions:
 Explain in no more than 1000 words, why the chosen curriculum material is biased, with
evidence from literature to support your claim (minimum four academic sources).
 How would you teach using this source/material?
 Insert a drawing, screenshot or provide a URL link of the material source.
 Four sources

Please refer to rubric provided below.

© The Independent Institute of Education (Pty) Ltd 2024

Page 3 of 13
24; 25; 26 2024

Assessment rubric for Activity 1 (30 Marks)

Marking Criteria Not achieved Average Good Excellent
0-2 3 4-5
Identification of Chosen Selected an educational Identifies a suitable Demonstrates a clear and relevant
Material. instruction material, but the educational instruction selection of an educational
bias is not clearly presented or material from the South instruction material from the
relevant to the South African African context that presents South African context that
context. bias. presents bias.
Marking Criteria 0-2 3-4 5-7 8-10
Explanation of Bias Provides a limited Presents an explanation of Offers a solid explanation of Provides a comprehensive and
with Literature explanation of bias bias in the chosen material bias in the chosen material, well-researched explanation of
Support. with minimal with some supporting supported by relevant sources bias in the chosen material,
literature support. The literature sources. The from literature. Explains how backed by relevant and credible
link between bias and connection between bias and bias is evident and its sources from literature. Clearly
the material is weak. the material may lack depth. potential impact. articulates how bias is manifested
and its implications.
Teaching Approach Provides a vague or Suggests a teaching approach Offers a feasible teaching Presents a well-thought-out
Utilising the Source. incomplete teaching that involves the biased approach that incorporates strategy for using the biased
approach with material but lacks detailed the biased material material as an educational
minimal consideration implementation strategies. effectively. Addresses some resource. Demonstrates a clear
of utilising the biased The plan may overlook some aspects of teaching with bias understanding of the complexities
material. Lacks clarity important considerations. and encourages constructive of teaching with bias. Describes
on how to manage discussions. how to foster critical thinking and
bias-related open discussions.
discussions.

© The Independent Institute of Education (Pty) Ltd 2024

Page 4 of 13
24; 25; 26 2024

Marking Criteria 0-2 3 4-5

Inclusion of Source Offers a screenshot or URL link Provides a clear screenshot of Includes a screenshot of the
Screenshot or URL. that is difficult to access, the source material or a valid source material or a valid URL link
unclear, or of low quality, URL link. The inclusion leading to the material. The
impacting the assessment. supports the evaluation inclusion is clear and enhances
process. understanding.

© The Independent Institute of Education (Pty) Ltd 2024

Page 5 of 13
24; 25; 26 2024

Activity 2 (Marks: 45)

Assessment Title: Culturally Inclusive Classroom Discipline Plan

This assessment allows students to apply their understanding of discipline in culturally diverse
settings and develop practical approaches for promoting positive behaviour while respecting the
dignity of all students. It also encourages critical thinking and the integration of theoretical concepts
into a real-world classroom context.

Instructions:
Provide a comprehensive classroom discipline plan for a culturally diverse classroom. Your plan
should address the following components,
 An overview of the common causes of misbehaviour in culturally diverse classrooms.
 Explain and give examples of the approaches to discipline.
 Provide alternatives to punishment that promote positive behaviour.
 Analyse what it means to discipline with dignity in a culturally diverse classroom.
 Consult reputable sources for your classroom discipline plan.

Criteria:
Your assessment will be evaluated based on the following criteria:
1. Clarity and depth of discussion regarding the causes and approaches to misbehaviour.
2. Explanation with supporting evidence of the approaches to discipline.
3. A discussion of positive messaging and its role in promoting positive behaviour.
4. Thoughtful analysis and application of disciplining with dignity.
5. Overall organisation, coherence, and clarity of the assessment.
Please refer to rubric provided below.

© The Independent Institute of Education (Pty) Ltd 2024

Page 6 of 13
24; 25; 26 2024

Assessment rubric for Activity 2 (45 Marks)

Not achieved Average Good Excellent
Marking Criteria 0-2 3-4 5-7 8-10
Clarity and depth of Demonstrates a lack of clarity Presents a somewhat clear Presents a clear and Provides an exceptionally clear
discussion regarding and depth in discussing the discussion of the causes reasonably deep discussion of and in-depth discussion of the
the causes and causes and approaches to and approaches to the causes and approaches to causes and approaches to
approaches to misbehaviour. The discussion misbehaviour, but it lacks misbehaviour, covering most misbehaviour. The analysis is
misbehaviour. is superficial and lacks detail depth. The analysis is relevant factors. The analysis comprehensive, addressing all
limited and lacks is informative but may lack relevant factors with insightful
comprehensive coverage. some detail. insights.
Marking Criteria 0-2 3 4 5
Explanation and The explanation is vague. The explanation is The explanation is clear and The explanation is clear,
examples of the No meaningful examples are somewhat clear but may provides a good detailed, and comprehensive.
approaches to provided, or the examples are lack depth in certain areas. understanding of Examples are relevant, well-
discipline: the irrelevant. Basic examples are behaviouristic approach. elaborated, and strongly support
behaviouristic The student demonstrates a provided, but they may not Examples are relevant and the explanation.
approach. lack of understanding of be well-elaborated to support the explanation The student shows an
behaviouristic approach. support the explanation. effectively. exceptional understanding of
The student displays a The student demonstrates an behaviouristic approach,
basic understanding of understanding of providing an insightful
behaviouristic approach. behaviouristic approach. explanation example.

© The Independent Institute of Education (Pty) Ltd 2024

Page 7 of 13
24; 25; 26 2024

Explanation and The explanation is vague. The explanation is The explanation is clear and The explanation is clear,
examples of the No meaningful examples are somewhat clear but may provides a good detailed, and comprehensive.
approaches to provided, or the examples are lack depth in certain areas. understanding of humanistic Examples are relevant, well-
discipline: the irrelevant. Basic examples are approach. elaborated, and strongly support
humanistic The student demonstrates a provided, but they may not Examples are relevant and the explanation.
approach, lack of understanding of be well-elaborated to support the explanation The student shows an
humanistic approach. support the explanation. effectively. exceptional understanding of
The student displays a The student demonstrates an humanistic approach, providing
basic understanding of understanding of disciplinary an insightful explanation
humanistic approach. approaches. example.
Explanation and The explanation is vague. The explanation is The explanation is clear and The explanation is clear,
examples of the No meaningful examples are somewhat clear but may provides a good detailed, and comprehensive.
approaches to provided, or the examples are lack depth in certain areas. understanding of humanistic Examples are relevant, well-
discipline: irrelevant. Basic examples are approach. elaborated, and strongly support
democratic models The student demonstrates a provided, but they may not Examples are relevant and the explanation.
of discipline. lack of understanding of the be well-elaborated to support the explanation The student shows an
democratic models. support the explanation. effectively. exceptional understanding of
The student displays a The student demonstrates an the democratic models,
basic understanding of the understanding of the providing an insightful
democratic models. democratic models. explanation example.

© The Independent Institute of Education (Pty) Ltd 2024

Page 8 of 13
24; 25; 26 2024

Marking Criteria Not achieved Average Good Excellent

0-2 3-4 5-7 8-10

A discussion of at The student does not provide The alternatives are The student provides well- The student offers a
least five any alternatives to promoting vaguely described and may thought-out alternatives that comprehensive and insightful list
alternatives to assist positive behaviour. not effectively promote are described clearly and are of alternatives to promoting
teachers in The content is irrelevant or positive behaviour. likely to promote positive positive behaviour which are
promoting positive completely off-topic. The student may lack behaviour effectively. well-detailed, creative, and
behaviour. specific examples or The student includes specific supported by evidence or
practical applications of the examples or scenarios where research.
alternatives. these alternatives could be
applied.
Not achieved Average Good Excellent

Marking Criteria 0-2 3 4 5

Thoughtful analysis Lacks a thoughtful analysis of Presents a somewhat Presents a thoughtful analysis Provides an exceptionally
of what it means to disciplining with dignity. The thoughtful analysis of of disciplining with dignity and thoughtful analysis for
discipline with discussion may be superficial disciplining with dignity their application. The disciplining with dignity and
dignity. or unconvincing. and their application. The discussion is convincing and their application. The discussion
discussion is reasonable reflects a solid understanding is insightful, reflecting a deep
but may lack depth. of the concept. understanding of the concept.
Not achieved Average Good Excellent

© The Independent Institute of Education (Pty) Ltd 2024

Page 9 of 13
24; 25; 26 2024

Marking Criteria 0-2 3 4 5

Overall Demonstrates poor Displays some level of Demonstrates good Demonstrates exceptional
organisation, organisation, coherence, and organisation, coherence, organisation, coherence, and organisation, coherence, and
coherence, and clarity. The content may be and clarity. While the clarity. The content is mostly clarity. The content is highly
clarity provided. disorganised, and ideas may content is somewhat well-structured and easy to organised, cohesive, and
be presented in a confusing or organised, some sections follow. presented with exceptional
unclear manner. may lack cohesion or clarity clarity.

© The Independent Institute of Education (Pty) Ltd 2024

Page 10 of 13
24; 25; 26 2024

Activity 3 (Marks: 25)

Assessment Title: Teachers’ expectations and parents’ behaviour

Many teachers reported that parents who wear pyjamas (nightwear) when dropping their children
to school communicate the message ‘I am heading back to bed, collect them later!’ (Cora, Group
A). Parents who failed to express interest in their children’s learning and/or neglected to attend
parent-teacher meetings were thought to be falling short as parents. Noting how such behaviours
‘are not showing enough respect for the teacher’ Shane (Group A) declared ‘I am minding their
child . . . they should know who I am! They should know my name, they should know my dealings,
they should know my everything really!’ By contrast, teachers viewed parents who presented in
smart clothing such as suits as being ‘more educated and more interested than the person who is
dressed scruffily’ (Aishling, Group B). Although teachers applauded these parents for making
concerted efforts to support their children’s learning, they also felt somewhat threatened by
them. When parents advocated for their children, Sarah (Group A) felt ‘held to account’. Shane
(Group A) sensed that ‘overly involved’ parents were ‘critical' of teachers’ work. Sandra (Group A)
reported that some parents ‘expect that their child is the (teacher’s) only priority’ .

The above extract was retrieved from an article written by: Hannon, L & O’Donnell (2022), Teachers, parents, and family-school
partnerships: emotions, experiences, and advocacy, Journal of Education for Teaching, 48:2, 241-255,
To access the article: https://doi.org/10.1080/02607476.2021.1989981

Taking the above extract into account, identify and design a presentation by highlighting the
diversity in modern family structures in South Africa and the importance of parental involvement.
You can use images, infographics, and real-life stories to illustrate these concepts.
Instructions:
• Provide relevant information that will share insight about South African diverse family
structures.
• Elaborate on the expectations teachers have from parents/ guardians.
o Mentions the benefits of fostering healthy parent-teacher relationships.
o Include facets about how this engagement and open communication
dialogue will assist teachers in providing meaningful support for their children.
 Do not exceed 15-20 slides.
 Reference your slides accordingly.
 Ensure best practice in designing your slides, for example slides should not include
paragraphs of text.
Please refer to rubric provided below.

© The Independent Institute of Education (Pty) Ltd 2024

Page 11 of 13
22; 23; 24 2024

Assessment rubric for Activity 3 (25 Marks)

Not achieved Average Good Excellent
Marking Criteria 0-2 3 4 5
South African diverse The presentation does not The presentation briefly South African diverse family South African diverse family structures
family structures are identify or discuss South identifies South African diverse structures are identified and are thoroughly explored, with
explored, with African diverse family family structures but lacks in- described with relevant and comprehensive and relevant information
comprehensive and structures. depth information. insightful information. that provides deep insight.
relevant information
that provides insight.
0-2 3-4 5-7 8-10
The expectations There is no mention of The expectations teachers have The expectations teachers have The expectations teachers have from
teachers have from expectations teachers from parents/guardians are from parents/guardians are parents/guardians are not only clearly
parents/guardians are have from mentioned, but not elaborated clearly explained. The benefits explained but also tied to the South
mentioned with parents/guardians. upon. The benefits of fostering of fostering healthy parent- African context.
reference to the South healthy parent-teacher teacher relationships are well- The benefits of fostering healthy parent-
African context. relationships are mentioned, elaborated. teacher relationships are elaborated in
but not well-developed. Real-life stories, images, and detail, highlighting their significance and
Some real-life stories, images, infographics are effectively how they specifically relate to South
or infographics are used, but used to illustrate and reinforce African education.
they lack depth and clarity. key concepts. Real-life stories, images, infographics,
and real-world examples are used
effectively to illustrate and reinforce key
concepts, making the presentation
engaging, informative, and culturally
relevant.

© The Independent Institute of Education (Pty) Ltd 2024

Page 12 of 13
22; 23; 24 2024

Marking Criteria 0-2 3 4 5

The presentation There is no clear The overall coherency of the A clear and logical structure The presentation demonstrates a
shows consistency of structure, and the ideas presentation could be is evident, as ideas flow from high level of consistency in delivering
information, do not flow logically improved for a more one slide to the next in a information that is interconnected
coherency, and logical from one slide to the seamless flow of ideas. reasonably cohesive manner. and logically presented.
flow of ideas from next.
one slide to the next
maintaining a
cohesive narrative
throughout.
References of slides Lack of references or The presentation has References to the slides are The presentation is exceptionally
are acknowledged the benefits of fostering references to the slides, but clear and appropriate and well-organised with a clear and
from reputable healthy parent-teacher not all are appropriately adheres to 15-20 slides. It is logical structure.
sources, relevant relationships are not cited. The presentation has well-organised with a clear The presentation adheres to the
images identified for mentioned. some organisation, but it structure. slides guidelines.
SA context. No real-life stories, lacks consistency. The presentation adheres to References to the slides are thorough
images, infographics, or the 20-slide limit. and provide insightful information.
examples are used to
illustrate concepts.

[TOTAL: 100 MARKS]

© The Independent Institute of Education (Pty) Ltd 2024

Page 13 of 13