Education for Diversity in Primary Education G (11344.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
This unit incorporates 15 days of professional experience.
Learning outcomes
Upon completion of this unit, students will be able to:1. Demonstrate advanced knowledge of a diverse range of student learning needs;
2. Demonstrate advanced knowledge of effective and inclusive teaching strategies;
3. Apply skills of critical analysis to complex classroom situations; and
4. Demonstrate and apply professional knowledge of Australian Professional Standards for Teachers.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
11336 Curriculum and Assessment in Primary Education GCorequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|
Required texts
Required text:
Graham, L. (Ed). (2024). Inclusive Education for the 21st Century: Theory, Policy and Practice (2nd ed.). Routledge
Highly Recommended text:
Howard, J.A. (2013). Distressed or deliberately defiant? Managing student behaviour due to trauma and disorganised attachment. Australian Academic Press Group Pty Ltd.
McLeskey, J., Maheady, L., Billingsley, B., Bronwell, M. T., & Lewis, T. J. (2022). High Leverage Practices for Inclusive Classrooms (2nd ed.). CEC-Routledge.
Mitchell, D. & Sutherland, D. (2020). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies (3rd ed.). Routledge
Recommended text:
Eller, J. & Hierck, T. (2022). Trauma-sensitive Instruction. Creating a safe and predictable classroom environment. Hawker Bronlow Education.
Strnadova, I., Arthur-Kelly, M. , & Foreman, P. (eds.). (2022). Inclusion in action (6th ed.). Cengage Learning Australia.
Readings and other stimulus material for this unit will be provided on UCLearn and are available through the UC library. Students are expected to utilise these and other resources when preparing for tutorials, online activities and planning assessment tasks. Please check the CANVAS site for updates on the required text.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.
Special assessment requirements
A minimum aggregate mark of 50% is required to pass the unit as well as the satisfactory completion of Professional Experience.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Indicative time required for this unit;
Workshops: 30 hours
Readings and research: 70 hours
Assessment preparation: 50 hours
Professional experience: 15 days
Inclusion and engagement
If you require reasonable considerations specific for your placement, please contact the Inclusion and Engagement Office
Participation requirements
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011). It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
Use of Google Classrooms, Web-based educational applications and Canvas.
Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
- its use is authorised by the unit convener as part of a specified
assessment task, and - it is used in the way allowed in the assessment instructions and/or unit outline, and
its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
In-unit costs
None
Work placement, internships or practicums
This unit involves work integrated learning (WIL). Students must adhere to University policy during WIL activities, including the Student Conduct Rules 2018, the WIL policy and WIL procedures. Students need to ensure they have their WWVP card in ACT and for NSW, their Working with Children Check. For students undertaking placements in other states or territories, it may be that an alternate Police Check or a Working with Children Check is required. Please refer to the professional experience section on the All Teacher Education Students (ATES) site for full information on the Professional Experience requirements.
This unit involves a 15 day placementlacement and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. School student and staff confidentiality must always be maintained (refer policies on ATES - Professional Experience Handbook, ACT ED Teachers' Code of Professional Practice (or equivalent) and Student Conduct Rules), including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.
Students are also required to complete an Acceptable use of ICT resources form in order to access ICT resources in their placement school. A hardcopy of the form will be distributed and collected by your tutor early in your first Placement unit. Students are required to complete and submit a 'UC Student Acknowledgement Form' before undertaking their first Placement. A link to this form is available on your canvas site. Students are rquired to complete the WIL Ready module oon Canvas prior to their first Placement.
Additional information
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
Theoretical foundations
This unit introduces students to some of the theoretical positions underpinning education for diversity in contemporary primary classrooms. In particular, the concepts of Universal Design for Learning (UDL) and Response to Instruction (RTI) are explored as positive alternatives to deficit-focussed models of education.
Research-led education
This unit involves research-led education and learning. Active researchers deliver this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
