| 1 | <p>Historical Source Analysis: Students analyse a historical source or set of sources related to education (e.g., policy documents, newspaper articles, curriculum materials, government reports, or archival records). Using relevant historical and intersectional concepts introduced in the unit, students examine how the source reflects prevailing attitudes towards equity, access, inclusion or exclusion in education.</p> | <p>Analysis report</p> | <p>20-30%</p> | K1., K4., S1., S2., A1., A3. |
| 2 | <p>Comparative Historical Case Study: Students compare two educational contexts, reforms, events, or movements from different historical periods or social contexts. Drawing upon scholarly literature, students evaluate and critically analyse how factors such as race, gender, class, disability, colonialism, migration, or social change shaped educational experiences and opportunities. </p> | <p>Comparative analytical essay</p> | <p>30-40%</p> | K1., K2., K3., K4., S1., S2. |
| 3 | <p>Contemporary Educational Practice Project: Students investigate a contemporary issue related to equity, diversity, and inclusion in education (e.g., Indigenous education, gender equity, disability inclusion). Using historical evidence and theoretical perspectives explored throughout the unit, students critically evaluate how historical developments continue to shape the issue and propose informed changes to facilitate inclusive and socially responsive educational practice.</p> | <p>Minor project </p> | <p>30-50%</p> | K1., K2., K3., S1., S2., S3., A1., A2., A3. |