Assessment 1: you will find or create four folio resources in response to the scenarios presented throughout the unit. The resources you submit need to respond to the corresponding scenario. An example of a folio resource could be the selection of a mindfulness app for an iPad and how this would be implemented in the classroom. Each item in the folio needs to have a descriptive rationale that discusses how it can be related to supporting and understanding the behaviour described in the scenario. You also need to support your rationale using the theory covered in the relevant topics. You should explain any modifications you may need to make to the resource so that it better suits the scenario. The information below provides a guide to the key points to focus on. Collaborative discussion activities based on the scenarios in the relevant weeks will assist you with the preparation and ideation of items for your folio. Folio format (INSTRUCTIONS) • Each item must be clearly labelled with the week number and topic of the scenario (listed below). • Include all relevant information within the item. E.g. where the mindfulness app was found. • Keep an eye on the word limit as you are preparing your items. While there is flexibility in the amount you write for each individual item, you are strongly advised to include a minimum of 500 words for each item. • Note that your folio should not just be a collection of resources, rather a creation of resources with a rationale for the resource by linking this to the specific scenario and to relevant literature. If academic underpinning is not evident, then you will not pass this assignment. Utilise the expertise of your eLA to question whether the resource you have chosen to include meets the assignment criteria. (the numbers below represent Week numbers.) Scenarios 3 Relationship with self Gerard is a 7-year-old boy who is having difficulty with his reading. When his teacher asks him to read aloud during Literacy, he starts to read, but at a slower pace and he stumbles over words. He has started to feel really upset about it and now tries to get out of reading time by asking the teacher if he could do errands or go to the toilet. His reading is not progressing as he is also leaving his readers in the book box, not taking any readers home. 4 Relationships with others Janine is an 8-year-old girl at a public school in regional Australia. Her aunty and uncle have recently separated and she is very close to them and her cousins. Janine’s father has stepped in to assist with supporting the cousins. Janine is feeling left out, alone and replaced by her father’s actions. As a result, Janine has started to create controlling roles for herself and others at school by bossing friends around and taking charge in all class tasks. Her friends are starting to call her ‘bossy boots’ and she is yelling back, causing friction and upset to the classroom harmony. Her teacher has noticed her controlling behaviour and has spoken to her at length about the importance of letting others be themselves. Janine is upset about this and has started to tell her mum she doesn’t like her teacher or want to go to school. 5 Relationship with the curriculum Kurt is a 10-year-old boy in an isolated community in Northern Australia. Kurt comes from an indigenous background and he and his sisters go to the local school. The resources are low for teachers in the area and access to further education facilities is limited. Kurt is beyond his years and considered to be gifted. Kurt is not completing any tasks in class and as a result, is distracting his peers. His teacher has realised that he is bored in class, so has said if he completes the classroom tasks that the rest of the students are doing, he can do some extra ‘special’ work. This strategy doesn’t work for Kurt and he continues to disrupt the class. 6 An enabling learning environment Michael is in Grade 6 and is wetting the bed and having toileting accidents at school. He is seeing two health professionals. One is a family therapist for his parents' recent divorce and the other is a psychologist to help with his anger management. Michael says that he thinks his anger issues are getting better but he has trouble managing his panic attacks. Michael has no friends at school, he doesn’t seem to be able to connect with any peers. The school has said that his emotional and social development is their priority, but it is becoming increasingly difficult for Michael as his schoolwork and skill development is very low compared to his peers and he is aware of this. His teacher is conflicted as he is not reaching curriculum milestones. There is talk of retaining Michael in Grade 6.