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MODULE NAME:
MODULE CODE:
MULTICULTURAL EDUCATION
MCED7311
ASSESSMENT TYPE: 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.
© The Independent Institute of Education (Pty) Ltd 2023
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Referencing Rubric
Providing evidence based on valid and referenced academic
sources is a fundamental educational principle and the
cornerstone of high-quality academic work. Hence, The IIE
considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards.
Part of achieving these high standards is referencing in a way that
is consistent, technically correct and congruent. This is not
plagiarism, which is handled differently.
Poor quality formatting in your referencing will result in a penalty
of a maximum of ten percent being deducted from the percentage
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or
uncited work (not referenced), absent reference lists, or
exceptionally poor referencing, may result in action being taken in
accordance with The IIE’s Intellectual Integrity Policy (0023).
Required:
Technically correct referencing
style
Consistency
• The same referencing format
has been used for all in-text
references
and
in
the
bibliography/reference list.
Technical correctness
• Referencing
format
is
technically correct throughout
the submission.
• The correct referencing format
for the module’s discipline has
been used, i.e., either APA, OR
Harvard OR Law
• Position of the reference: a
reference is directly associated
with every concept or idea.
• For example, quotation marks,
page numbers, years, etc. are
applied correctly, sources in
the bibliography/reference list
are correctly presented.
Congruence between in-text
referencing and bibliography/
reference list
• All sources are accurately
reflected and are all accurately
included in the bibliography/
reference list.
In summary: the recording of
references is accurate and
complete.
Markers are required to provide feedback to students by
indicating (circling/underlining) the information that best
describes the student’s work.
Minor technical referencing errors: 5% deduction from the
overall percentage – the student’s work contains five or more
errors listed in the minor errors column in the table below.
Major technical referencing errors: 10% deduction from the
overall percentage – the student’s work contains five or more
errors listed in the major errors column in the table below.
If both minor and major errors are indicated, then 10% only (and
not 5% or 15%) is deducted from the overall percentage. The
examples provided below are not exhaustive but are provided to
illustrate the error
Minor errors in technical correctness of
referencing style
Deduct 5% from percentage awarded
Minor inconsistencies.
• The referencing style is generally
consistent, but there are one or two
changes in the format of in-text
referencing and/or in the bibliography.
• For example, page numbers for direct
quotes (in-text) have been provided for
one source, but not in another instance.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Generally, technically correct with some
minor errors.
• The correct referencing format has been
consistently used, but there are one or
two errors.
• Concepts and ideas are typically
referenced, but a reference is missing
from one small section of the work.
• Position of the references: references
are only given at the beginning or end of
every paragraph.
• For example, the student has incorrectly
presented direct quotes (in-text) and/or
book chapters (bibliography/reference
list).
Major errors in technical correctness of referencing
style
Deduct 10% from percentage awarded
Major inconsistencies.
• Poor and inconsistent referencing style used intext and/or in the bibliography/ reference list.
• Multiple formats for the same type of referencing
have been used.
• For example, the format for direct quotes (in-text)
and/or book chapters (bibliography/ reference
list) is different across multiple instances.
Generally, congruence between the intext referencing and the bibliography/
reference list with one or two errors.
• There is largely a match between the
sources presented in-text and the
bibliography.
• For example, a source appears in the
text, but not in the bibliography/
reference list or vice versa.
In summary, at least 80% of the sources
are correctly reflected and included in a
reference list.
A lack of congruence between the in-text
referencing and the bibliography.
• No relationship/several incongruencies between
referencing
and
the
the
in-text
bibliography/reference list.
• For example, sources are included in-text, but not
in the bibliography and vice versa, a link, rather
than the actual reference is provided in the
bibliography.
In summary, at least 60% of the sources are
incorrectly reflected and/or not included in
reference list.
Technically incorrect.
• The referencing format is incorrect.
• Concepts and ideas are typically referenced, but a
reference is missing from small sections of the
work.
• Position of the references: references are only
given at the beginning or end of large sections of
work.
• For example, incorrect author information is
provided, no year of publication is provided,
quotation marks and/or page numbers for direct
quotes missing, page numbers are provided for
paraphrased material, the incorrect punctuation is
used (in-text); the bibliography/reference list is
not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................
....................................................................................................................................................................................................................................................................................................
© The Independent Institute of Education (Pty) Ltd 2023
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Activity 1
2023
(Marks: 30)
Read the following case study as your assignment questions will be based on it.
As part of the school’s effort to improve sensitivity to diversity, you are expected to spend the day
shadowing Mr Smith. The following describes the highlights of the day.
It is 7:30 on Monday morning and the children are chatting amongst themselves as Mr Smith
walks to the front of the classroom and clears his throat. When nobody responds, he slams the
wooden ruler on the front table.
The children quickly stop talking and stand to attention. Checkina, a Congolese girl who recently
joined the school, flinches violently, begins to tremble and looks pale. Mr Smith pretends not to
notice her reaction and continues.
“Good morning, boys and girls”, he greets the class. He frowns, “Siphiwe, do you think you’re too
good for this class? Maybe you think you’re too good to look at me when I greet you. Don’t they
teach you manners on the farm? Now look at me and say good morning properly!”
Siphiwe, who has never lived on a farm, looks at him wide eyed and greets him, then quickly looks
down again.
Mr Smith completes his tirade at Siphiwe by reprimanding him for not greeting him in the school
grounds, stating that it is not polite to make an elder greet a child first. That out of the way, Mr
Smith feels more genial towards the class and becomes quite chatty.
“So, who watched rugby over the weekend? Shocking game, girls could have played better. But no
worries, we’re doing rugby try-outs this week and I expect all you boys to give it your best.
Hannes, I expect you’ll make the team as we need the extra weight in our scrum if we’re going to
beat XYZ this year.“
“Ja, ummm, sorry Sir, but Ma says she doesn’t want me to play ‘cause it’s just me and her by the
house now.” Looking embarrassed, “ I was hoping I can make the volleyball team this year”.
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Mr Smith looks unimpressed, “For starters, it’s “her and I”, not me and her, you really should be
able to speak properly at your age. Listen, your brother’s injury was a once-off thing. He was a
good lad, and took one for the team. Your mother needs to stop this mollycoddling nonsense
now. Anyway, you don’t want to play volleyball, the boys will think you’re a sissy.”
“Right, Maths first today.” Mr Smith writes some maths problems on the board and the children
scramble to get their books out and start copying them down. Sandra interrupts him, “Sorry, sir”.
Without stopping, he replies, “No, you can’t go to the bathroom now. Wait till break.”
Sandra interrupts him again. He stops and turns around, irritation in his face. “What now?” Sandra
timidly stands her ground, “Sir, I think you made an error on number 2, it should be a plus not a
minus.”
“I think she’s right,” said Benjamin. “Well spotted, my boy” says Mr Smith but as he turns back to
the board, he can be heard muttering about how girls should be sent back to the kitchen where
they belong. You notice that Mr Smith only calls on boys in the class to give answers during the
Maths lesson.
When it is almost break time, Mr Smith brings out a large Tupperware. “I’ve got a special surprise;
we had a ladies tea yesterday and Mrs Smith made far too many quiches so I’ve brought them for
you. There’s enough for you each to have two, and the only thing I want to hear coming out of
your mouths is ‘Thank you’, no complaints. You should be grateful.”
“What is it, Farzana?” Farzana mumbles a question too quietly for the rest of the class to hear
what she says.
Mr Smith responds “What? How am I supposed to know if it’s Halaal? You know what, just don’t
eat it. I’ll just tell my wife that you’re ungrateful and don’t trust her cooking.” Feeling guilty, and
not wanting to offend Mr or Mrs Smith, Farzana ate the quiches but soon after developed a
stomach-ache.
In the last lesson of the day, the children were lined up and marched to the hall to practise for the
upcoming Easter concert with the rest of the school. When Mr Smith noticed that some of the
© The Independent Institute of Education (Pty) Ltd 2023
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children weren’t singing, he called them out in front of the rest of the children. When one of the
children explained that he wouldn’t be attending the concert because he is Hindu, Mr Smith rolled
his eyes and wondered aloud why people send their kids to a catholic school and then expect
them to be excused from all the catholic events. The children were sent to sit at the back of the
hall and Mr Smith issued them detention for the next three Friday afternoons. After the lesson,
he is overheard saying to a fellow teacher that in his day, that would never have happened as
those kids would have been where they belonged.
Once the children had left, Mr Smith sat down to mark the children’s work. For English, they were
learning about adjectives and had to describe what a ham, cheese and tomato sandwich tasted
like. Any child who had not written a description or had written that they didn’t know, was given
zero for the task. At the end, Mr Smith realised that at least a quarter of the class had received no
marks for this question. He puzzled over it for a moment, then shrugged it off and went to check
how rugby try-outs were going.
Instructions
Analyse and discuss in 1000-1500 words (2-3 typed pages with 1.5 line spacing) how Mr Smith
displays ignorance of the diversity in his class using examples from the case study to illustrate
your points. Focus your discussion on three of the following four areas:
1.
Cultural diversity
2.
Gender diversity
3.
Race diversity
4.
Language diversity
Support your discussion with at least THREE reputable academic sources.
NOTE: Only the first three aspects of diversity will be marked.
Please consult the rubric provided to guide your answer.
© The Independent Institute of Education (Pty) Ltd 2023
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Assessment rubric for Activity 1
Marking
Criteria
•
•
Cultural
diversity
•
•
•
Gender
Diversity
•
•
•
Racial
Diversity
•
Not achieved
Average
Above average
Excellent
0-2
3-4
5-7
8-10
No or little discussion of
cultural diversity.
No academic sources to
support ideas.
No examples from the case
study are provided.
•
No or little discussion of
gender diversity.
No academic sources to
support ideas.
No examples from the case
study are provided.
•
No or little discussion of
racial diversity.
No academic source to
support ideas.
No examples from the case
study are provided.
•
© The Independent Institute of Education (Pty) Ltd 2023
•
•
•
•
•
•
A fair description of Cultural
Diversity.
One academic source to
support ideas.
Examples do not relate to the
case study or may be from
the case study but unrelated
to cultural diversity.
•
A fair description of gender
diversity.
One academic source to
support ideas.
Examples do not relate to the
case study or may be from
the case study but unrelated
to gender diversity.
•
A fair description of racial
diversity.
One academic source to
support ideas.
Examples do not relate to the
case study or may be from
the case study but unrelated
to racial diversity.
•
•
•
•
•
•
•
A good description of
Cultural diversity.
Two academic sources to
support ideas.
Examples relate to the care
study and support the
concept.
•
A good description of
gender diversity.
Two academic sources to
support ideas.
Examples relate to the care
study and support the
concept.
•
A good description of racial
diversity.
Two academic sources to
support ideas.
Examples relate to the care
study and support the
concept.
•
•
•
•
•
•
•
A detailed discussion of
cultural diversity.
Three academic sources to
support ideas.
Examples from the case
study are well-chosen and
support the explanation of
the concept.
A detailed discussion of
gender diversity.
Three academic sources to
support ideas.
Examples from the case
study are well-chosen and
support the explanation of
the concept.
A detailed discussion of
racial diversity.
Three academic sources to
support ideas.
Examples from the case
study are well-chosen and
support the explanation of
the concept.
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•
Language
Diversity
•
•
No or little discussion of
language diversity.
No academic source to
support ideas.
No examples from the case
study are provided.
© The Independent Institute of Education (Pty) Ltd 2023
•
•
•
A fair description of language
diversity.
One academic source to
support ideas.
Examples do not relate to the
case study or may be from
the case study but unrelated
to racial diversity.
•
•
•
A good description of
language diversity.
Two academic sources to
support ideas.
Examples relate to the care
study and support the
concept.
•
•
•
A detailed discussion of
language diversity.
Three academic sources to
support ideas.
Examples from the case
study are well-chosen and
support the explanation of
the concept.
/ 30
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Activity 2
2023
(Marks: 30)
English is employed by more people globally and now it is regarded as the international language
of communication. The language is also a tool which can be used to gain knowledge and to travel
across boundaries. When one learns a language, one acquires the knowledge of both social and
cultural rules. Language and culture are inseparable entities. In communicating with other people
using different vernacular, linguistic competence alone is not enough to be competent in that
language, it is also necessary to be aware of the culturally appropriate ways to address people,
express gratitude, make requests, and agree or disagree with someone. It is also mandatory to
know the behaviour and intonation patterns of one's own language and compare itself with that
of the target language speech community (Radhakrishnan, 2017).
Refer back to the case study and discuss in 1000-1500 words (2-3 typed pages with 1.5 line
spacing) how the following aspects of multicultural education relate to the scenario.
1. The influence of culture on teaching and learning
2. Cross-cultural communication
3. Language needs
Ensure that you refer to aspects within the case study in your discussion.
Please consult the rubric provided to guide your answer.
© The Independent Institute of Education (Pty) Ltd 2023
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Assessment rubric for Activity 2
Marking Criteria
Influence of culture
on teaching and
learning
•
•
Not achieved
0-2
No or limited discussion is
given.
No insight is evident.
•
•
Average
3-4
Discussion is provided, but
not link to scenario.
Little insight is evident.
•
•
Cross-cultural
communication
•
•
Language needs
•
•
No or limited discussion is
given.
Explanation lacks
understanding of the
concept.
•
No or limited discussion is
given.
No insight of the
importance of language is
evident.
•
© The Independent Institute of Education (Pty) Ltd 2023
•
•
Discussion is provided, but
not link to scenario.
Explanation shows some
understanding of the
concept.
•
Discussion is provided, but
not link to scenario.
Little insight of the
importance of language is
evident.
•
•
•
Above average
5-7
Discussion has detail that
is linked to the given
scenario.
Insight is demonstrated.
•
•
Discussion has detail that
is linked to the given
scenario.
Explanation shows a good
understanding of the
concept.
•
Discussion has detail that
is linked to the given
scenario.
Good insight of the
importance of language.
•
•
•
Excellent
8-10
Discussion is excellent
with a clear link to the
given scenario.
Insight is clearly
demonstrated
Discussion is excellent
with a clear link to the
given scenario.
Explanation shows a
thorough understanding
of the concept.
Discussion is excellent
with a clear link to the
given scenario.
Thorough insight of the
importance of language.
/30
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Activity 3
(Marks: 30)
There are other teachers that also teach Mr Smith’s class. Create a poster or infographic for them
that focus on the following:
•
Effective multicultural communication with initiatives to create a language rich
environment.
•
Effective teaching strategies.
•
Things to keep in mind when creating lesson plans and support materials.
You can make use of PowerPoint, CANVA or any other digital platform to create your guidelines.
NOTE: There is no limit to the number of slides or the number of words used. It is imperative that
you address the points mentioned above in a manner that the other teachers would understand.
Please consult the rubric provided to guide your answer.
© The Independent Institute of Education (Pty) Ltd 2023
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Assessment rubric for Activity 3
Marking Criteria
Not achieved
0-2
Poor guidelines are given
with no link to the
scenario.
Average
3-4
Guidelines are given, but
no link to the scenario.
Above average
5-7
Guidelines have details
that are linked to the
scenario.
Excellent
8-10
Guidelines are excellent
with clear links to the
scenario.
Effective
multicultural
communication
•
Effective teaching
strategies
•
Poor guidelines are given
with no link to the
scenario.
•
Guidelines are given, but
no link to the scenario.
•
Guidelines have details
that are linked to
the scenario.
•
Guidelines are excellent
with clear links to the
scenario.
Things to keep in
mind when creating
lesson plans and
support materials.
•
Poor guidelines are given
with no link to the
scenario.
•
Guidelines are given, but
no link to the scenario.
•
Guidelines have details
that are linked to the
scenario.
•
Guidelines are excellent
with clear links to the
scenario.
•
•
•
/ 30
Academic writing for the whole assignment
Marking Criteria
Academic writing
•
•
Fail
0-2
The academic style, tone
and format is
unacceptable.
There is a lack of
proofreading and revision.
Average
3-4
The academic style, tone
and format is acceptable.
There is a lack of proof
readings and revision.
Above average
5-7
The academic style, tone
and format has been
reviewed.
Proof reading and revision
is evident.
Excellent
8-10
•
•
• Used a formal academic
style, tone and format.
•
• Work shows evidence of
•
proofreading and
revision.
/ 10
FINAL TOTAL: Activity 1 ( /30) + Activity 2 ( /30) + Activity 3 ( /30) + Academic Writing ( /10) = / 100
END OF ASSIGNMENT
© The Independent Institute of Education (Pty) Ltd 2023
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