LIN102 Curriculum for Inclusion End of Module Assignment Brief 2026

University	Leadership for INClusion in the Early Years (LINC)
Subject	LIN102 Curriculum for Inclusion

LIN102 End of Module Assignment Brief

1. Anti-bias approach and developing curriculums for inclusion

Introduction (150 words)

Section 1: (300 words)

Discuss how the anti-bias approach can be used to shape inclusion in an early learning and care and school age childcare setting. Support your answer with link to literature and examples from practice.

Section 2: (600 words in total)

Based on your chosen child from the case study below, you are required to:

Discuss the child’s strengths, interests, and areas of support and explain how these can inform inclusive curriculum planning. (150 words)
Describe how you would assess and document the child’s learning and participation, supporting your answer with links to literature and examples from practice (150 words)
Identify and discuss 2 changes, ie. adaptations, accommodations or modifications, you would implement in your role as Inclusion Coordinator, supporting your answer with links to literature and examples from practice (300 words)

Conclusion (150 words)

Provide a conclusion for your assignment. The conclusion should provide a clear summary of the assignment with concluding remarks highlighting your learning.

Reference list (not included in the word count) Conventions for the assignment:

Use Times New Roman, Arial, Tahoma, or Calibri, size 12.
Set line spacing to 1.5.
Ensure clear structure and presentation to avoid mark deductions.
Use UL Harvard Referencing for all sources.
Reference all work that is not your own.
Discussion and collaboration are encouraged, but the assignment must be written individually.
Similarities will be detected via Turnitin.

Complete your assignment and upload to Moodle by 2:00pm on Monday, 25^th May 2026

2. Case Study

Please choose one of the children below to base section 2 of your assignment on.

Big Dreams Montessori and Creche is a full day care setting that caters for children aged birth to 12 years. They have several rooms throughout the setting including baby, toddler, pre-school and afterschool. They follow the Montessori method of education but lately have been moving towards a more child-led, emergent curriculum, while still retaining the principles and materials of Montessori.

Fernanda is 2-and-a-half-year-old girl and attends the toddler room. She is from Brazil and speaks Portuguese. She is learning English and currently communicates mainly through gestures, pointing and body language. She appears shy in the room and while she attends group activities, she does not actively participate in larger group experiences. Fernanda enjoys playdough, art activities and construction play. She engages mostly in solidary play; but recently educators have noticed her watching and circling her peers as they play nearby her.

Danny is a 4-year-old boy and is in his second year in the ECCE room. Danny enjoys outdoor play and gardening. He frequently engages in planting and watering activities. Indoors, he has been observed covering his ears when noise levels are high. He avoids fine motor tabletop activities and can become frustrated when encouraged to participate in these. However, Danny enjoys group discussions, storytelling, and problem-solving activities.

Ellie is 7 years old and attends the after-school room. She presents happy on arrival to the setting but often withdraws to the book area shortly after. She prefers reading independently and frequently brings books from home to the setting. She is quiet during group times but engages comfortably in one-to-one interactions with educators and peers. While Ellie may initially avoid outdoor play, she often joins in later and interacts positively.

LIN102 Marking Rubric

Rubric Area	Excellent	Very Good	Good	Satisfactory	Unsatisfactory
Introductio n (150 words)	A very clear, well explained and carefully organised introd uction. It clearly explains the key areas and purpose of the assignment and what each section will discuss. Flows smoothly and captures the reader’s attention.	A clear and mostly well organised introduction. Explains the key areas and gives a good outline of the structure. Well, organised with only minor areas that could be refined.	Mostly clear introduction but needs better organisation in secti ons. An adequate introduction where elements of the main ideas are considered. Key areas are evident, but parts may not be fully explained.	Understandable but sometimes unclea r introduction. Provi des limited explanation and key areas that may be missing or not fully outlined.	No introduction i s provided. Unclear or no explanation of key areas.
Section 1 (300 words) Discuss how the anti-bias approach can be used to shape inclusion in an early learning and care and school age childcare setting.	An excellent response is very clear and wellorganised, with comprehensive discussion of how the anti-bias approach can be used to shape inclusion in an early learning and care and school age childcare setting. It demonstrates strong use of relevant literature and clear examples from practice.	A very good response is clear and well-organised, with very good discussion of how the anti-bias approach can be used to shape inclusion in an early learning and care and school age childcare setting. It demonstrates effective use of relevant literature and includes appropriate examples from practice	A good response is clear and mostly well-organised, with good discussion of how the anti-bias approach can be used to shape inclusion in an early learning and care and school age childcare setting. It includes clear links to relevant literature and/or examples from practice.	A satisfactory response is mostly clear, with adequate discussion of how the anti-bias approach can be used to shape inclusion in an early learning and care and school age childcare setting. It shows some use of literature and/or examples from practice..	A poor response is unclear or incomplete, with very little or no discussion of how the antibias approach can be used to shape inclusion in an early learning and careand school age childcare setting, and no use of literature or examples from practice.
Section 2a (150 words) Choose 1 child from the case study. Discuss the child’s strengths, interests, and areas of support and explain how these can inform inclusive curriculum planning.	An excellent response is very clear and wellorganised, with comprehensive discussion of the child’s strengths, interests, and areas of support, and clearly explains how these inform inclusive curriculum planning.	A very good response is clear and well-organised, with very good discussion of the child’s strengths, interests, and areas of support, and explains how these inform inclusive curriculum planning.	A good response is clear and mostly well-organised, with good discussion of the child’s strengths, interests, and areas of support, and includes an explanation of how these inform inclusive curriculum planning.	A satisfactory response is mostly clear, with adequate discussion of the child’s strengths, interests, and areas of support, with some explanation of how these inform inclusive curriculum planning.	A poor response is unclear or incomplete, with very little or no discussion of the child’s strengths, interests, and areas of support, and no explanation of how these inform inclusive curriculum planning.
Section 2b (150 words) Describe how you would assess and document the child’s learning and participation , supporting your answer with links to literature and examples from practice	An excellent response is very clear and wellorganised, with comprehensive discussion of how the child’s learning and participation would be assessed and documented. It demonstrates strong use of relevant literature and clear examples from practice.	A very good response is clear and well-organised, with very good discussion of how the child’s learning and participation would be assessed and documented. It demonstrates effective use of relevant literature and includes appropriate examples from practice.	A good response is clear and mostly well-organised, with good discussion of how the child’s learning and participation would be assessed and documented. It includes clear links to relevant literature and/or examples from practice.	A satisfactory response is mostly clear, with adequate discussion of how the child’s learning and participation would be assessed and documented. It shows some use of literature and/or examples from practice.	A poor response is unclear or incomplete, with very little or no discussion of how the child’s learning and participation would be assessed and documented, and no use of literature or examples from practice.
Section 2c (300 words)	An excellent response is very clear and wellorganised, with	A very good response is clear and well-organised, with very good discussion	Clear and mostly wellorganised identification and discussion. Good	A satisfactory response is mostly clear, with	A poor response is unclear or incomplete, with
Identify and discuss 2 changes, ie. adaptations, accommodat ions or modification s you would implement in your role as Inclusion Coordinator, supporting your answer with links to literature and examples from practice	comprehensive discussion of adaptations, accommodations, or modifications. It demonstrates strong use of relevant literature and clear examples from practice.	of adaptations, accommodations, or modifications. It demonstrates effective use of relevant literature and includes appropriate examples from practice.	discussion of adaptations, accommodation or modifications. Reasonable use of links to relevant literature and/or practice.	adequate discussion of adaptations, accommodations, or modifications. It shows some use of literature and/or examples from practice.	very little or no discussion of adaptations, accommodations , or modifications, and no use of literature or examples from practice.
Conclusion (150 words)	A clear, wellorganised conclusion that effectively summaris es the key points of the assignment. It provides thoughtful remarks that highlight the value of what was learned.	A clear conclusion that summarises the key points of the assignment. Includes remarks that highlight learning with minor areas to be expanded or clarified.	A conclusion that summarises some key points of the assignment. The summary and remarks on learning may be general or partially developed.	A brief conclusion that partially summaris es the assignment. Show s limited learning, a nd the summary may be incomplete or unclear.	No conclusion is provided, or it does not summarise the assignment, showing learning.
Referencin g	All sources are correctly referenced using Harvard Style. The reference list is complete and has no errors.	Most sources are correctly referenced with only a few minor errors. Reference list is complete.	Shows a good attempt to reference sources in Harvard Style. Some errors or missing information are present	Many reference er rors or key information are missing.	No references or reference list pro vided.
Structure/ presentatio n	Engaging and professionally presented. The work is very well structured, with no spelling, grammar, or punctuation errors. All formatting guidelines are followed.	It is well presented, with clear structure and very few errors in spelling, grammar, or punctuation. Follow most formatting guidelines.	Clear presentation that shows de veloping understanding of structure and conventions. Some errors in grammar, spelling, or formatting are present.	Basic presentation with frequent errors or unclear structure. Some formatting guidelines are not followed.	Poorly presented with multiple errors. Work is unstructured, a nd formatting guidelines are not followed.

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