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Kindly access the Students' Policies & Forms by clicking on the button below. The following documents, among others, can be found there: Student Handbook, Student Code of Conduct, Students' Privacy Notice, Deferral, Suspension, and Cancellation Policy, Assignment Extension Policy, Re-Sit Policy, Complaints Procedure Policy, Equality Policy, and Student Disciplinary Policy.

Students' Policies & Forms

Online Sessions' Link

To join the online sessions for this module, please click on the button below. If you are not already signed in to your Zoom account, you will be prompted to register your attendance. You will also need to enter the password provided below.

Join Session

Meeting ID: 968 7368 3648
Passcode: 008124

Please ensure that your name and surname appear as registered for the study programme, as this is essential for recording your attendance.

Lecture Schedule & Notes

Lecture notes will be available during the week following the respective lecture. Schedule dates are indicative and may change. All changes, if any, may be communicated via email, SMS or telephone calls.

Lecturers 

Anne Marie Mizzi

Lecture Summaries & Suggested Reading

Lecture 1 -Understanding Inclusive Education (Part 1)

• In this session, the foundations of inclusive education will be explored by examining what inclusion truly means within Maltese schools. Inclusion is not limited to where a learner is placed; rather, it is defined by the learner’s experience of belonging, participation, and achievement. Belonging forms the emotional and relational basis of inclusion, as learners must feel accepted, valued, and recognised within their classroom community.
• Research consistently shows that a strong sense of belonging enhances motivation, engagement, behaviour, and academic outcomes (Korpershoek et al., 2020; Yang et al., 2026). Participation refers to meaningful involvement in learning and classroom life, requiring educators to remove physical, cognitive, linguistic, sensory, and emotional barriers.
• Universal Design for Learning (UDL) supports participation by offering multiple ways to engage with content and express understanding. Achievement is understood as growth rather than uniform outcomes, emphasising high expectations with flexible pathways aligned with national frameworks such as the National Inclusive Education Framework (MEYR, 2022). These three elements are interdependent:belonging enables participation, participation drives achievement, and achievement reinforces
  belonging.
• Inclusion must therefore be understood as a value system, not a placement model. Placement alone
  does not guarantee inclusion, as learners may still experience academic, social, or emotional exclusion
  if the environment, curriculum, or relationships are not adapted to their needs (MEYR, 2019). Values
  shape expectations, decision-making, and school culture, influencing how educators view diversity and
  their professional responsibilities.
• Inclusion is fundamentally relational, shaped by everyday interactions, attitudes, and the wider school
  culture. Relational inclusion supports wellbeing, which is central to Malta’s National Education
  Strategy 2024–2030. Finally, inclusion is grounded in international human rights frameworks, including
  the UDHR (1948), UNCRC (1989), and CRPD (2006), all of which emphasise equitable, accessible,
  quality education for all learners.

Core Reading List

• Maltese government (2010).  A National Inclusive Education Framework, Available at: https://educationservices.gov.mt/en/NSSS/Documents/National%20Inclusive%20Education%20Framework.pdf
•   Maltese government (2010). A Policy on Inclusive Education in Schools: Route to Quality, Available at: https://educationservices.gov.mt/en/Documents/WEB_InclusionDocument_061222.pdf
• Spandagou, I. (2025). Inclusive education is another country; developments, obstacles and resistance to inclusive education. International Journal of Inclusive Education, 29(1), 17-31.

Supplementary Reading List

• 1. Ainscow, M. (2024). Developing inclusive schools: Pathways to success. Routledge.
  2. Booth, T., Ainscow, M, Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000). Index for inclusion: Developing learning and participation in schools. Bristol: CSIE.
  3. Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools (Rev. ed.). Bristol: CSIE.
  4. Collier County Public Schools. (n.d.). Module 1: Principles of Child Growth and Development. Retrieved from https://www.collierschools.com/cms/lib/FL01903251/Centricity/Domain/1439/ChildGrowth.pdf
  5. Deroncele-Acosta, A., & Ellis, A. (2024). Overcoming challenges and promoting positive education in inclusive schools: A multi-country study. Education Sciences, 14(11), 1169.

  National Association for the Education of Young Children. (n.d.). Principles of Child Development and Learning and Implications That Inform Practice. Retrieved from https://www.naeyc.org/resources/position-statements/dap/principles

Lecture 2 - Understanding Inclusive Education (Part 2)

Learning Outcomes

In the second session, the understanding of inclusion is extended by examining equity and the four
dimensions of inclusion. Equity is essential because equality—giving all learners the same resources—
often reinforces disadvantage. Equity recognises that learners have diverse strengths, needs, and
barriers, and therefore require differentiated support to participate meaningfully (MEYR, 2022).
Classroom examples illustrate how uniform tasks can exclude learners with dyslexia, multilingual
learners, or ASD learners, whereas equitable practices such as visual supports, bilingual resources,
structured routines, and flexible assessment enable meaningful participation. Equity is embedded
across Maltese policy frameworks, including the National Inclusive Education Framework (2022), the
Quality Assurance Framework (2023), and the ELET Strategy (2023–2030), reinforcing that equity is a
national expectation and professional responsibility.
We then explore the four dimensions of inclusion: physical, social, academic, and emotional. Physical
inclusion concerns access to the environment, materials, and routines, ensuring learners can navigate
spaces and use resources independently. Social inclusion refers to relationships, peer acceptance,
collaboration, and participation in group life, closely linked to belonging.
Academic inclusion involves access to learning through differentiation, UDL, scaffolded tasks, and
flexible assessment. Emotional inclusion refers to feeling safe, respected, understood, and valued,
forming the foundation for participation and achievement.
These dimensions interact continuously: a learner cannot participate academically if they feel
emotionally unsafe, nor can they build friendships if the environment is physically inaccessible. True
inclusion requires that all four dimensions are addressed consistently and intentionally, creating the
conditions for belonging, participation, and achievement.

Core Reading List

• Ainscow, M., Booth, T. and Dyson, A. (2006) Improving schools, developing inclusion. London:Routledge.
• Korpershoek, H., Canrinus, E.T., Fokkens-Bruinsma, M. and de Boer, H. (2020) ‘The relationships
  between school belonging and students’ motivational, social-emotional, and behavioural outcomes’,
  Educational Research Review, 31, pp. 1–25.
• Yang, X., Bear, G.G. and May, H. (2026) ‘School belonging and student outcomes: A meta-analysis’,
  Journal of School Psychology, 94, pp. 1–18.

Supplementary Reading List

• Ministry for Education (2019) A Policy on Inclusive Education in Schools: Route to Quality Inclusion.
  Malta: Ministry for Education.
• Ministry for Education, Youth, Sport, Research and Innovation (2022) National Inclusive Education
  Framework. Malta: MEYR.
• United Nations (1948) Universal Declaration of Human Rights. New York: United Nations.
• United Nations (1989) Convention on the Rights of the Child. New York: United Nations.
• United Nations (2006) Convention on the Rights of Persons with Disabilities. New York: United Nations

Lecture 3 - History of Inclusive Education

Learning Outcomes

• This lecture explores the global and Maltese history of inclusive education, showing how inclusion emerged from centuries of exclusion, institutionalisation, segregation, and categorisation. Historically,learners with disabilities were hidden, abandoned, or institutionalised, reflecting cultural beliefs rooted in superstition, fear, and moral judgement. The 19th and early 20th centuries saw the rise of institutional care and segregated schooling, driven by medical and psychological classification systems that framed disability as deficit (Hayes & Bulat, 2017).
• Although segregation provided access to education, it reinforced inequality and limited expectations.
  The civil rights movements of the 1960s and 1970s challenged discriminatory practices, leading to
  integration, where learners entered mainstream schools but were still expected to adapt to rigid
  systems (UNESCO, 1960). Mainstreaming in the 1980s increased physical presence but did not
  guarantee participation or achievement.
• The modern era of inclusion emerged through key international treaties such as the Salamanca
  Statement (UNESCO, 1994), the Convention on the Rights of the Child (UN, 1989), and the Convention
  on the Rights of Persons with Disabilities (UN, 2006), which positioned inclusive education as a human
  right. Malta’s journey mirrors this global shift, moving from integration in the 1980s to policy reform in
  the 2000s, and toward systemic inclusion through the National Inclusive Education Framework (MEYR,
  2022) and the Quality Assurance Framework (MEYR, 2023). Understanding this history helps LSEs
  recognise inclusion as a long‐term commitment rooted in justice, equity, and human dignity.

Core Reading List

• Hayes, A.M. and Bulat, J. (2017) Disabilities inclusive education systems and policies guide for low- and
  middle-income countries. Washington, DC: RTI International.
• Ministry for Education (2010) A Policy on Inclusive Education in Schools: Route to Quality Inclusion.
  Malta: Ministry for Education.
• Ministry for Education (2010) National Inclusive Education Framework. Malta: Ministry for Education.
  UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Paris:
  UNESCO.
• United Nations (1989) Convention on the Rights of the Child. New York: United Nations.
  United Nations (2006) Convention on the Rights of Persons with Disabilities. New York: United Nations.

Supplementary Reading List

• Ainscow, M. (2020) Promoting inclusion and equity in education: Lessons from international
  experiences. London: Routledge.
• Booth, T. and Ainscow, M. (2011) Index for Inclusion: Developing learning and participation in schools.
  Bristol: CSIE.
• Slee, R. (2018) Inclusive education: From policy to practice. London: Routledge.
  UNESCO (2020) Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
  Spandagou, I. (2025) ‘Inclusive education is another country; developments, obstacles and resistance to

Lecture 4 - The Models of Disability 

Learning Outcomes

• This lecture examines how societies have interpreted disability across time and how these
  interpretations influence educational practice. The charity model, dominant for centuries, framed
  disability as tragedy and positioned disabled people as passive recipients of care, reinforcing
  dependency and low expectations (Booth & Ainscow, 2002). The moral or religious model associated
  disability with sin, fate, or divine punishment, creating stigma and shame within communities. The
  medical model, which gained prominence in the 20th century, viewed disability as an impairment
  within the individual, leading to diagnostic categorisation, segregation, and deficit‐based teaching
  (Hayes & Bulat, 2017). Although medical knowledge is essential, over‐reliance on this model limits
  participation and reinforces exclusion.
• The social model, emerging from disability rights movements in the late 20th century, reframed disability as the result of environmental, attitudinal, and systemic barriers rather than individual deficits (UN, 2006). This model underpins modern inclusive education, emphasising that schools must adapt to learners through Universal Design for Learning, flexible pedagogy, and barrier removal.
• Malta’s contemporary policies, including the National Inclusive Education Framework (MEYR, 2022)
  and the Quality Assurance Framework (MEYR, 2023), are grounded in the social model. Understanding
  these models helps educators recognise outdated thinking, challenge deficit‐based assumptions, and
  adopt strengths‐based, rights‐based approaches that promote participation, belonging, and
  achievement.

Core Reading List

• Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low-and middle-income countries.
• Maltese government (2010).  A National Inclusive Education Framework, Available at: https://educationservices.gov.mt/en/NSSS/Documents/National%20Inclusive%20Education%20Framework.pdf
•   Maltese government (2010). A Policy on Inclusive Education in Schools: Route to Quality, Available at: https://educationservices.gov.mt/en/Documents/WEB_InclusionDocument_061222.pdf
• Spandagou, I. (2025). Inclusive education is another country; developments, obstacles and resistance to inclusive education. International Journal of Inclusive Education, 29(1), 17-31.

Supplementary Reading List

• Ainscow, M. (2024). Developing inclusive schools: Pathways to success. Routledge.
• Booth, T., Ainscow, M, Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000). Index for inclusion: Developing learning and participation in schools. Bristol: CSIE.
• Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools (Rev. ed.). Bristol: CSIE.
• Collier County Public Schools. (n.d.). Module 1: Principles of Child Growth and Development. Retrieved from https://www.collierschools.com/cms/lib/FL01903251/Centricity/Domain/1439/ChildGrowth.pdf
• Deroncele-Acosta, A., & Ellis, A. (2024). Overcoming challenges and promoting positive education in inclusive schools: A multi-country study. Education Sciences, 14(11), 1169.

National Association for the Education of Young Children. (n.d.). Principles of Child Development and Learning and Implications That Inform Practice. Retrieved from https://www.naeyc.org/resources/position-statements/dap/principles

Lecture 5 - Legal Foundations in Inclusive Education 

Learning Outcomes

• The foundations of inclusive education rest on a shift from charity‐based to rights‐based thinking, with
  international frameworks establishing education as a universal human right, starting with the UDHR in
  1948. Early documents supported disabled children, but still framed through medical and charity
  models. The UN Declarations of 1971 and 1975 marked a move towards rights-based approaches,
  emphasizing equal treatment and participation. The 1981 International Year of Disabled Persons saw
  disability as a social issue, promoting equality globally.
• The 1989 CRC recognized disabled children as rights-holders, obliging states to ensure access and
  participation. The 1994 Salamanca Statement declared schools must accommodate all learners and
  remove barriers. The 2000 Dakar Framework stressed inclusion as essential for universal education.
  The 2006 CRPD required inclusive systems and elimination of segregation. The 2015 SDGs embedded
  inclusion in global development, linking it to equity and lifelong learning.
• Malta’s development mirrors this global trend, shifting from segregation and institutionalisation
  before the 1980s to integration in the 1980s with the LSE role. Influenced by Salamanca and CRC,
  Malta’s 2005 Inclusive Education Policy addressed role confusion and fragmented support, confirmed
  in 2015 audit highlighting weaknesses. Major reforms followed, including the 2018 LSE Role Reform,
  2022 Inclusive Education Framework, 2023 Quality Assurance, and 2024–2030 Education Strategy,
  emphasizing UDL, collaboration, and rights-based inclusion. The OECD SEN Framework supports
  Malta’s approach to diverse learners. Understanding these legal foundations helps educators foster
  systemic, rights-based inclusion where all learners can participate and succeed.

Core Reading List

• Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low-and middle-income countries.
• Maltese government (2010).  A National Inclusive Education Framework, Available at: https://educationservices.gov.mt/en/NSSS/Documents/National%20Inclusive%20Education%20Framework.pdf
•   Maltese government (2010). A Policy on Inclusive Education in Schools: Route to Quality, Available at: https://educationservices.gov.mt/en/Documents/WEB_InclusionDocument_061222.pdf
• Spandagou, I. (2025). Inclusive education is another country; developments, obstacles and resistance to inclusive education. International Journal of Inclusive Education, 29(1), 17-31.

Supplementary Reading List

• Ainscow, M. (2024). Developing inclusive schools: Pathways to success. Routledge.
• Booth, T., Ainscow, M, Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000). Index for inclusion: Developing learning and participation in schools. Bristol: CSIE.
• Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools (Rev. ed.). Bristol: CSIE.
• Collier County Public Schools. (n.d.). Module 1: Principles of Child Growth and Development. Retrieved from https://www.collierschools.com/cms/lib/FL01903251/Centricity/Domain/1439/ChildGrowth.pdf
• Deroncele-Acosta, A., & Ellis, A. (2024). Overcoming challenges and promoting positive education in inclusive schools: A multi-country study. Education Sciences, 14(11), 1169.

National Association for the Education of Young Children. (n.d.). Principles of Child Development and Learning and Implications That Inform Practice. Retrieved from https://www.naeyc.org/resources/position-statements/dap/principles

Lecture 6 – The Inclusive Curriculum - Ms Darine Aboulezz

Learning Outcomes

• An inclusive curriculum is a way of designing teaching and learning so that all students can access, participate, and achieve, regardless of their abilities, backgrounds, or needs. It moves beyond physical placement and focuses on removing barriers rather than expecting learners to adapt to rigid systems.
• Inclusive curriculum design ensures that content is accessible, teaching methods are flexible, and assessment allows multiple ways for students to demonstrate understanding.Making content accessible involves breaking instructions into manageable steps, simplifying language without reducing learning expectations, using visuals, and pre‐teaching vocabulary—strategies that support learners with ASD, ADHD, dyslexia, language difficulties, and processing challenges (Rose & Dalton, 2009). Flexible teaching methods recognise that students do not learn in the same way or at the same pace; LSEs support engagement through movement breaks, hands‐on activities, chunked tasks, and subtle prompts that maintain participation without isolating the learner.
• Assessment in an inclusive curriculum allows students to show what they know through oral responses, diagrams, practical demonstrations, or supported writing, ensuring that assessment reflects understanding rather than limitations in expression (Florian & Black‐Hawkins, 2011). Differentiation—of content, process, and product—ensures that all learners work toward the same learning intention but through adapted pathways that reduce cognitive overload and increase clarity. Universal Design for Learning (UDL) strengthens this approach by embedding flexibility into lesson design from the start,offering multiple means of engagement, representation, and expression (CAST, 2018).
• Learning preferences such as visual, auditory, and kinaesthetic approaches help LSEs tailor support. At the same time, culturally responsive curriculum design ensures that diverse identities, languages, and experiences are represented, promoting belonging and engagement (Gay, 2018). Together, thesepractices create a curriculum that is equitable, meaningful, and accessible, enabling all learners toparticipate fully and achieve suceess.

Core Reading List

• • Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low-and middle-income countries.
  • Maltese government (2010).  A National Inclusive Education Framework, Available at: https://educationservices.gov.mt/en/NSSS/Documents/National%20Inclusive%20Education%20Framework.pdf
  •   Maltese government (2010). A Policy on Inclusive Education in Schools: Route to Quality, Available at: https://educationservices.gov.mt/en/Documents/WEB_InclusionDocument_061222.pdf
  • Spandagou, I. (2025). Inclusive education is another country; developments, obstacles and resistance to inclusive education. International Journal of Inclusive Education, 29(1), 17-31.

  Supplementary Reading List

  • Ainscow, M. (2024). Developing inclusive schools: Pathways to success. Routledge.
  • Booth, T., Ainscow, M, Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000). Index for inclusion: Developing learning and participation in schools. Bristol: CSIE.
  • Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools (Rev. ed.). Bristol: CSIE.
  • Collier County Public Schools. (n.d.). Module 1: Principles of Child Growth and Development. Retrieved from https://www.collierschools.com/cms/lib/FL01903251/Centricity/Domain/1439/ChildGrowth.pdf
  • Deroncele-Acosta, A., & Ellis, A. (2024). Overcoming challenges and promoting positive education in inclusive schools: A multi-country study. Education Sciences, 14(11), 1169.

  National Association for the Education of Young Children. (n.d.). Principles of Child Development and Learning and Implications That Inform Practice. Retrieved from https://www.naeyc.org/resources/position-statements/dap/principles

Lecture 7 -The LSE Role, Code of Ethics & Practice Placement File

Learning Outcomes

• This lecture explores the full professional workflow of the Learning Support Educator (LSE) within Malta’s inclusive education system. The LSE is not a helper or assistant but a professional educator whose work is grounded in policy, ethics, collaboration, and evidence‐based practice (National School Support Services Toolkit, 2022). LSEs work within a multi‐layered team including teachers, SMT, HoD
• Inclusion, therapists, resource centres, CDAU, and families, contributing significantly to learners’belonging, participation,achievement, emotional safety, and access. Their workflow is structured and systematic: conducting observations, drafting the student profile, participating in MAP, developing and implementing the IEP, reviewing progress, and documenting all work in the Practice Placement File.
• This sequence ensures that support is planned, consistent, and aligned with national frameworks such as the National Inclusive Education Framework (MEYR, 2022). The Teacher’s Code of Ethics (MEDE, 2012) guides LSE conduct, emphasising trust, professional
  boundaries, respect for diversity, collaboration, honesty, and continuous learning. Observations form the foundation of all subsequent planning and must be objective, descriptive, and written in the present tense.
• The Student Profile consolidates strengths, needs, learning styles, motivators, and teaching approaches, providing a holistic portrait of the learner. MAP is a strengths‐based, student‐centred planning tool that explores the learner’s story, aspirations, concerns, strengths,
  needs, and required actions. The IEP is a legally aligned document outlining SMART goals, strategies, accommodations, and monitoring, developed collaboratively with teachers, parents, and MDTs. The Practice Placement File serves as the trainee LSE’s professional portfolio, containing observations, profiles, MAP, IEP, schedules, evaluations, communication records, and resources. Together, these processes form the architecture of inclusion, enabling LSEs to support learners with integrity,
  organisation, and compassion (European Agency, 2015).

Core Reading List

• • • Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low-and middle-income countries.
    • Maltese government (2010).  A National Inclusive Education Framework, Available at: https://educationservices.gov.mt/en/NSSS/Documents/National%20Inclusive%20Education%20Framework.pdf
    •   Maltese government (2010). A Policy on Inclusive Education in Schools: Route to Quality, Available at: https://educationservices.gov.mt/en/Documents/WEB_InclusionDocument_061222.pdf
    • Spandagou, I. (2025). Inclusive education is another country; developments, obstacles and resistance to inclusive education. International Journal of Inclusive Education, 29(1), 17-31.
• Supplementary Reading List
  Ainscow, M. (2020) Promoting inclusion and equity in education. London: Routledge.
• Booth, T. and Ainscow, M. (2011) Index for Inclusion: Developing learning and participation in schools.
  Bristol: CSIE.
• Florian, L. and Black‐Hawkins, K. (2011) ‘Exploring inclusive pedagogy’, British Educational Research
  Journal, 37(5), pp. 813–828.
• UNESCO (2020) Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
  Watkins, A. and Ebersold, S. (2016) ‘The role of governance in inclusive education’, European Journal of
  Special Needs Education, 31(1), pp. 1–17.

Methods of Assessment

Assignment - 100% of final module score

Assignment

You are required to choose one of the three questions available in the Assignment Submission Form made available by clicking the button below. The assignment must be submitted no later than Thursday, 28 January 2027, along with the Assignment Submission Form. Please ensure that you indicate the question you have addressed on the Assignment Submission Form.

Assignment Submission Form

For guidance on how to plan, draft, and submit your assignment, please refer to the 21 Academy presentation on Writing and Submitting Your Assignment by clicking the button below.

Writing and Submitting Your Assignment

By clicking the button below, you may download a copy of the slides used during the 17 October 2025 tutorial on planning and submitting your assignment.

Download the Presentation

We are also providing the 21 Academy's Assignments Rubric for your reference. This rubric is a performance-based assessment tool that tutors will use for grading, and it will help you understand the requirements of the assignment and how it will be assessed.

Assignments Rubric

Referencing Style

Your assignments, presentations and reflective notes should be referenced using the Harvard Referencing style. Please follow a short video, by clicking on the button below, to understand this referencing style.

Harvard Referencing Style

Submitting Assignments - Turnitin

The Academy will notify you via email when the assignment questions become available. Shortly after, you will receive another email from Turnitin, likely on the same day, confirming your enrolment in a "class" where you can upload your assignment(s).

Please ensure that your assignments are submitted no later than 23:59 on the assignment submission deadline, as indicated on the Assignment Submission form or in the Turnitin "class."

At 21 Academy, you have the option to submit multiple drafts before the final submission deadline. The version uploaded at the deadline will be treated as your final submission for assessment.

Assignment Preparation and Submission Instructions

All students must follow the procedure below when preparing and submitting assignments. Please read these instructions carefully to ensure that your assignment is completed, formatted and submitted correctly.

1. Write Your Assignment Using Turnitin Clarity

You must write and complete your assignment using Turnitin Clarity. All drafting and development of your assignment must take place within this platform.

For guidance, watch the following video:

Clarity for Students

Ensure that you click Submit to complete the required submission process.

2. Transfer Your Completed Assignment to Microsoft Word

Once you have finalised your assignment in Turnitin Clarity:

1. Copy the complete text of your final draft.
2. Paste it into a Microsoft Word document.

3. Format Your Assignment in Microsoft Word

Use Microsoft Word to only format your assignment in accordance with the official Assignment Guidelines.

Ensure that you include the following, where applicable:

• Submission form: Complete the submission form and tick the question you are answering.
• Cover page: Add the required cover page.
• Table of contents: Include a contents page where required.
• Headings and subheadings: Format these appropriately.
• Document layout: Apply the required font, font size, line spacing and margins.
• Page numbering and referencing: Ensure that these are correct and consistent.
• Refernce List on a fresh page
• Final checks: Verify that the assignment meets all the requirements specified in the Assignment Guidelines.

Refer to the official guidelines here:

Assignment Submission Guidelines

Important: Microsoft Word should be used for formatting and presentation purposes only. Do not add, remove or substantively change any assignment content after completing your work in Turnitin Clarity. If you do please make sure that these changes are also made on Turnitin Clarity and resubmit.

4. Submit Your Assignment Through Turnitin Standard As Well

Once you have completed the formatting, upload your final document to the relevant Turnitin Standard assignment submission area.

This is the formally submitted version that will be forwarded to the assessor.

File naming convention

Your file must be named using your full name followed by the question number answered.

For example: Joseph Borg Q3

Before uploading, check that your document is complete, correctly formatted and saved under the required file name.

5. Important Rules for Turnitin Standard Submissions

Please observe the following submission rules:

• Multiple drafts: You may submit multiple drafts before the final submission deadline.
• Final submission: The version uploaded at the submission deadline will be treated as your final assignment for assessment.
• 24-hour restriction: Turnitin evaluates the same assignment twice within a 24-hour period. Any additional submission made during this period will not be reviewed until the 24-hour period has elapsed. Plan your submissions accordingly.
• Similarity threshold: Your final submission must not exceed 20% similarity. Pay particular attention to the use of direct quotations and ensure that all sources are properly acknowledged.

6. Consistency Between Turnitin Clarity and Turnitin Standard

Both the version in Turnitin Clarity and the version uploaded to Turnitin Standard will be used for assessment purposes.

It is therefore essential that the assignment text in both versions is identical.

The only differences should relate to formatting and presentation, such as the submission form, cover page, table of contents, headings, page numbering and overall document layout.

Do not introduce new content, remove existing content or make substantive changes to the assignment in Microsoft Word after completing it in Turnitin Clarity. If you do, please update the version on Turnitin Clarity and resubmjit from there too.

Final Checklist

Before considering your assignment complete, ensure that you have:

• Written and completed the assignment in Turnitin Clarity.
• Clicked Submit in Turnitin Clarity.
• Copied the final assignment into Microsoft Word.
• Formatted the document in accordance with the Assignment Guidelines.
• Completed the submission form and ticked the relevant question.
• Checked the assignment's content against the version in Turnitin Clarity.
• Confirmed that the similarity score does not exceed 20%.
• Saved the file using the correct naming convention.
• Uploaded the final, formatted document to Turnitin Standard before the deadline.

Please note: Failure to follow these instructions may affect the assessment process. Students are responsible for ensuring that both versions are consistent and that the final assignment is submitted correctly and on time.

Follow this very short video to understand how to submit your assignment through Turnitin - Submitting a Paper

To understand the similarity report generated by Turnitin follow this 1 minute video - Understanding the Similarity Report