MAEL212 Parents, School and the Community Assignment Brief 2026: Online Reflections and Educational Project Options (IfE Malta)
MAEL212 Parents, School and the Community: Assignment Brief (Institute for Education, Malta)
MAEL212 is part of the Master in Educational Leadership offered through the Institute for Education in Malta. It is assessed through compulsory online reflections in Task 1 and one Task 2 option: an educational project with a reflective journal, an evaluation essay of an educational project, or an evaluation journal built on interviews.
| Module code | MAEL212 |
| Module title | Parents, School and the Community |
| MQF level | 7 |
| ECTS | 5 |
Important Note:
Assignment Task 1 is compulsory to all students.
For Task 2, students have an option between 3 assignment titles; the choice is between Assignment Task 2A, Assignment Task 2B OR Assignment Task 2C
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Task 1
| Task type | Online reflections |
| Task description | Tasks within lectures – Master candidates will have a weekly selection of material (video clips, journals, and policy documents), which they have to initially read and analyse, and afterwards discuss in a forum. Reflections and arguments on the assigned tasks have to be presented in writing. |
| Task weighting | 25% |
| Task length | 200-300 words per task |
| Submission deadline | Weekly |
Rubric- Assignment 1 (Online tasks) – 25%
| Unsatisfactory | Limited | Competent |
Exemplary
|
|
| Content,
Knowledge and Understanding (10 marks)
|
Demonstrates lack of understanding of the content presented.
(0-2 marks) |
Demonstrates limited understanding of the content presented.
(3-4 marks) |
Demonstrates broad understanding of the content presented. (5-7 marks) | Demonstrates a deep understanding of the content presented.
(8-10 marks) |
| Critical Thinking and Reflection
(10 marks) |
Input rarely stimulates discussion and critical thinking.
(0-2 marks) |
Input contributes to group discussion but stimulates limited critical thinking and reflection.
(3-4 marks) |
Input stimulates critical thinking and reflection which sustains inquiry.
(5-7 marks) |
Input contributes to deep, critical thinking and reflection whilst enhancing students to provide solutions/limitations.
(8-10 marks) |
| Link to personal experience
(5 marks) |
Student does not link to the personal experience.
(0 marks) |
Student is limited in the link to the personal experience.
(1-2 marks) |
Student links to the personal experience.
(3-4 marks) |
Student links to and analyses personal experience.
(5 marks) |
Task 2A
| Task type | Educational project and Reflective Journal |
| Task description | Candidates will be asked to design an educational project within their school/or selected school in which active participation of both parents and the community is present.
Once the project is completed, a Reflective Journal in which they have to critically evaluate the project undertaken has to be presented. Project and journal need to be done and submitted by March 2024. |
| Task weighting | 75% |
| Task length | 750-1000 words |
Assignment 2A (Rubric- Journal) – 75%
| Unsatisfactory | Limited | Competent | Exemplary | |
| Project | ||||
| Parents and community
involvement & project’s relevance to the school’s ethos and development targets (15 marks) |
0-3 marks | 4-7 marks | 8-11 marks | 12-15 marks |
| The project engages parents and the
community poorly and superficially. They are passive contributors to the project. The project is a sporadic event, not part of the school’s ethos and/or development targets. |
The project limitedly engages both parents and
the community TOGETHER. The connection and links between the three (3) players (school, parents and the community) are disjointed and superficial. The project is a sporadic event, not part of the school’s ethos and/or development targets.
|
The project effectively and actively engages both parents and the community TOGETHER.
The Project is a sporadic event (not part of the school’s ethos and/or development targets), in which a number of players (students, educators, parents, community) in the school setup are engaged.
|
The project effectively, actively and innovatively engages both parents and the community TOGETHER.
The project is an ongoing, crosscurricular exercise successfully entwined with the school’s ethos and development targets, which engages all players (students, educators, parents, community) in the school set-up. |
|
| Reflective Journal | ||||
| 0-1 marks | 2 marks | 3-4 marks | 5 marks | |
| Language expression
(5 marks)
|
The journal is written in
▪ a narrative and descriptive style, ▪ without organisation, ▪ with no clear progression of ideas/arguments, |
The journal is written in
▪ a narrative and descriptive style, ▪ showing limited organisation, ▪ having limited, sporadic progression of ideas/arguments, |
Journal is written
▪ according to academic writing standards, ▪ well organised, ▪ with ideas/arguments logically presented and expressed almost through all the text, |
Journal is written
▪ according to academic writing standards, ▪ well organised, ▪ with ideas/arguments logically presented and expressed throughout all the text, |
| ▪ using basic and limited vocabulary and syntax | ▪using sufficient vocabulary and syntax
|
▪ using average vocabulary and syntax | ▪using above-average, wide range of vocabulary and syntax | |
| 0-5 marks | 6-12 marks | 13-19 marks | 20-25 marks | |
| Content, Knowledge and Understanding
(25 marks)
|
in which the author demonstrates:
✓ lack of understanding and knowledge of the topic. |
in which the author demonstrates:
✓ limited understanding and knowledge of the topic. |
in which the author effectively demonstrates:
✓ a broad understanding and knowledge of the topic. |
in which the author effectively demonstrates:
✓ a deep understanding and knowledge of the topic. |
| 0-5 marks | 6-12 marks | 13-19 marks | 20-25 marks | |
| Critical Thinking and
Reflection & Link to Personal Experience (25 marks)
|
➢ no/very rare evidence of critical thinking and reflection,
➢ no/very rare links to personal experience
|
➢ limited level of critical thinking and reflection,
➢ heavily relies on personal experience and opinion
|
an average level of critical thinking and reflection supplemented by relevant personal experience | in-depth critical thinking and reflection supplemented by relevant personal experience |
| 0 marks | 1-2 marks | 3-4 marks | 5 marks | |
| Link to core reading & other additional literature
(5 marks)
|
The journal does not refer to the core readings provided. | The Journal makes rare and non-appropriate references
to the core readings provided. |
The journal makes appropriate reference to the core readings provided. | The journal appropriately references the core readings provided and any additional material/readings/research sought by the student. |
Task 2B
| Task type | Evaluation of Educational Project |
| Task description | Candidates are asked to research for examples of local and foreign educational projects in which active participation of both parents and the community is present.
Candidates have to subsequently analyse and critically evaluate these projects, indicating clearly:
Analyses has to be supplemented and linked with relevant literature about the topic under study. |
| Task weighting | 75% |
| Task length | 2000-2500 words |
Task 2B Rubric (Essay) – 75%
| Unsatisfactory | Limited | Competent | Exemplary | |||||
| 0-1 mark | 2-4 marks | 5-7 marks | 8-10 marks | |||||
| Language expression (10 marks)
|
The journal is written in ▪ a narrative and descriptive style, ▪ without organisation, ▪ with no clear progression of ideas/arguments, ▪ using basic and limited vocabulary and syntax |
The journal is written in
▪ a narrative and descriptive style, ▪ showing limited organisation, ▪ having limited, sporadic progression of ideas/arguments, ▪ using sufficient vocabulary and syntax |
Journal is written
▪ according to academic writing standards, ▪ well organised, ▪ with ideas/arguments logically presented and expressed almost throughout the text, ▪ using average vocabulary and syntax |
Journal is written ▪ according to academic writing standards, ▪ well organised, ▪ with ideas/arguments logically presented and expressed throughout the text, ▪ using above-average, wide range of vocabulary and syntax |
||||
| 0-6 marks | 7-14 marks | 15-22 marks | 23-30 marks | |||||
| Content, Knowledge and Understanding
(30 marks)
|
in which author demonstrates:
✓ lack of understanding and knowledge of the topic, |
in which the author demonstrates:
✓ limited understanding and knowledge of the topic, |
in which the author effectively demonstrates:
✓ a broad understanding and knowledge of the topic. |
in which the author effectively demonstrates:
✓ a deep understanding and knowledge of the topic. |
||||
| 0-5 marks | 6-12 marks | 13-19 marks | 20-25 marks | |||||
| Critical Thinking and
Reflection & Link to personal experience (25 marks) |
➢ no/very rare
evidence of critical thinking and reflection, ➢ no/very rare links to personal experience. |
➢ limited level of critical thinking and reflection,
➢ heavily relies to personal experience and opinion. |
➢ an average level of critical thinking and reflection supplemented by relevant personal experience. | ➢ in depth critical thinking and reflection supplemented by relevant personal experience. | ||||
| 0-1 mark | 2-4 marks | 5-7 marks | 8-10 marks | |||||
| Link to core reading & other additional
literature (10 marks)
|
•
|
Journal does not refer to the core readings provided.
|
• | The Journal makes rare and non-appropriate reference to the core readings provided. | • | The Journal makes appropriate reference to the core readings provided.
|
• | The Journal makes appropriate reference to the core readings provided, plus other additional material/readings/research sought by the student. |
Task 2C
| Task type | Evaluation of Educational project |
| Task description | Candidates will be asked to interview 2 or more SLT members (preferably Heads of School) involved in projects involving parents and the community.
It is advised that the SLT members chosen come from: a] different schools, b] a primary school and a middle or secondary school. Schools chosen can be State, Church or Private. Interviews need to be recorded. The recording OR the transcription needs to be presented. Once the interviews are finalised, a Reflective Journal in which they have to critically analyse and compare both interviews has to be presented. The journal has to clearly and critically illustrate the main themes of the interviews – consolidating the analysis with relevant literature about the topic understudy, and themes emerged in the forum. Journal needs to be submitted by 30th March 2026. |
| Task weighting | 75% |
| Task length | 750-1000 words |
| Additional requirements | Proper and ethical interviewing procedure and practices need to be followed. |
Assignment 2C Rubric (Journal) – 75%
| Unsatisfactory | Limited | Competent | Exemplary | |
| Interview | ||||
| 0-3 marks | 4-7 marks | 8-11 marks | 12-15 marks | |
|
Interviews: a. Relevance to school-parents- community links b. Quality of interview (15 marks) |
Only 1 interview is presented.
Interview is disengaging, not focused, and flowing. Main themes discussed are superficial and irrelevant to the topic. Interview is done not following any ethical and methodology standards.
|
Number of interviews criteria is met (2), however both
interviewees are from the same sector. Interview is discreetly focused and engaging. Some themes emerged are relevant, others irrelevant to the topic discussed. Interview lacks in ethical and methodology standards.
|
Interview criteria (1 Head of school from Primary, 1 Head from Middle/Secondary school) met.
The interview is focused, engaging and straight to the point. Themes emerged relevant to the topic. The interview was done according to ethical and methodology standards. |
Exceeding the required number of interview criteria (1 Head of
School from a Primary, 1 from a Middle School, 1 from the Secondary). The interview is focused, engaging and straight to the point. Themes emerged relevant to the topic, with reference to literature. The interview was done according to ethical and methodology standards. |
| Reflective Journal | ||||
| 0-1 mark | 2 marks | 3-4 marks | 5 marks | |
| Language expression
(5 marks)
|
The journal is written in
▪ a narrative and descriptive style, ▪ without organisation, |
The journal is written in
▪ a narrative and descriptive style, ▪ showing limited organisation, |
Journal is written
▪ according to academic writing standards, ▪ well organised, ▪ with ideas/arguments logically presented and |
Journal is written
▪ according to academic writing standards, ▪ well organised, ▪ with ideas/arguments logically presented and |
| ▪ with no clear progression of ideas/arguments,
▪ using basic and limited vocabulary and syntax. |
▪ having limited, sporadic progression of ideas/arguments,
▪ using sufficient vocabulary and syntax.
|
expressed almost throughout the text,
▪ using average vocabulary and syntax. |
expressed throughout the text,
▪ using above average, wide range of vocabulary and syntax.
|
|
| 0-5 marks | 6-12 marks | 13-19 marks | 20-25 marks | |
| Content, Knowledge and Understanding
(25 marks)
|
in which author demonstrates;
✓ lack of understanding and knowledge of the topic. |
in which author demonstrates;
✓ limited understanding and knowledge of the topic. |
in which author effectively demonstrates;
✓ a broad understanding and knowledge of the topic. |
in which author effectively demonstrates;
✓ a deep understanding and knowledge of the topic. |
| 0-5 marks | 6-12 marks | 13-19 marks | 20-25 marks | |
| Critical Thinking and
Reflection & Link to personal experience (25 marks)
|
➢ no/very rare evidence of critical thinking and reflection, ➢ no/very rare links to personal experience. |
➢ limited level of critical thinking and reflection, ➢ heavily relies to personal experience and opinion.
|
➢ an average level of critical thinking and reflection supplemented by relevant personal experience.
|
➢in depth critical thinking and reflection supplemented by relevant personal experience,.
|
| 0 marks | 1-2 marks | 3-4 marks | 5 marks | |
| Link to core reading & other additional
literature (5 marks) |
• Journal makes NO reference to the core readings provided. | • Journal makes rare and non-appropriate reference to the core readings provided. | • Journal makes appropriate reference to the core readings provided. | • Journal makes appropriate reference to the core readings provided, plus other additional material/readings/research sought by the student. |
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MAEL212 combines a compulsory set of online reflections (25%) with one of three Task 2 options worth 75%, so decide early which option fits the school you can work with. The rubrics reward evidence of real engagement with parents and the community, for example a parent workshop, a school-community project or interviews, followed by honest reflection linked to leadership theory. Plan your journal or essay around the rubric criteria and keep a clear record of what you did and learned.
Our postgraduate writing support can guide your project and reflective journal, and our report writing help suits the evaluation option. You can also compare the supply LSE course final assignment for another Maltese education brief.
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