Education for Diversity in Primary Education G (11344.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Placement |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| School Of Teacher 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. Articulate advanced knowledge of the diverse range of student learning needs;
2. Plan for and justify effective and inclusive teaching strategies;
3. Apply critical analysis skills to navigate complex classroom dynamics; and
4. Demonstrate and integrate the Australian Professional Standards for Teachers into practice.
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 |
|---|---|---|---|---|---|
| 2026 | Bruce, Canberra | Semester 1 | 16 February 2026 | Placement | Mrs Gem Clutton |
| 2026 | Bruce, Canberra | Winter Term | 08 June 2026 | Placement | Mrs Gem Clutton |
| 2027 | Bruce, Canberra | Semester 1 | 15 February 2027 | Placement | Mrs Gem Clutton |
| 2027 | Bruce, Canberra | Winter Term | 07 June 2027 | Placement | Mrs Gem Clutton |
Required texts
Ashman, A. (2019). Education for Inclusion and Diversity. Pearson.
McKleskey, J. (2022). High Leverage Practices for Inclusive Classrooms. Routledge
Mitchell, D. & Sutherland, D. (2020). What really works in Special and Inclusive Education. Routledge.
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, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.
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.
Artificial Intelligence
Students are not allowed to use generative artificial intelligence (GenAI) in assessments for this unit.
Special assessment requirements
An aggregate mark of 50% and all assignments submitted is required to pass the unit. Successful completion of Professional Experience is required to pass the unit.
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
Reading and private study: 40 hours
This covers engagement with module readings, policy documents, case studies, and self-directed consolidation across the semester.
Workshops and online activities: 60 hours
This includes scheduled workshop or module engagement time (approximately 3 hours per week across the teaching period), plus preparation, follow-up activities, and participation in online discussions or tasks.
Assessment tasks: 50 hours
This includes preparation, drafting, revision, and submission of all assessment tasks across the unit.
Placement: 90 hours (15 days)
Professional experience placement requirements, scheduled and administered by the Professional Experience Office.
Participation requirements
Successful completion of the professional experience component is critical to success in this unit. Students must complete the required 15-day professional experience placement in order to demonstrate achievement of the Graduate career stage of the Australian Professional Standards for Teachers.
Students are expected to actively engage with all learning modules, workshops, and online activities, as these are designed to support assessment preparation and professional practice. While attendance at scheduled sessions is not compulsory for this placement-mode unit, regular engagement is strongly associated with successful completion of assessment tasks and professional experience requirements.
Students must make themselves familiar with the processes, requirements, and policies associated with professional experience, as outlined in Section 5a, on the unit Canvas site, and through communications from the Professional Experience Office.
Required IT skills
Students undertaking this unit are expected to have a basic level of information technology competence. This includes the ability to use learning management systems such as Canvas, word processing software, presentation tools, and online communication platforms commonly used in school settings.
Artificial intelligence services must not be used for assessment tasks in this unit unless explicitly permitted in the assessment instructions.
In-unit costs
There are no compulsory additional costs associated with this unit.
Optional professional learning activities may involve a fee, such as the Trauma Responsive Practice eLearning module (approximately $33). Participation in optional learning activities is not required to pass the unit.
Work placement, internships or practicums
When students are allocated a placement it is their responsibility to contact the school/service to determine any additional pre-placement requirements specific for that location that need to be completed prior to the placement start date. Failure to do this may result in withdrawal from the placement and potential fail (NC) grade for the unit.
Students who currently have a UC Reasonable Adjustment Plan (RAP) may be eligible for a Placement Support Letter (PSL). It is the student's responsibility to work with UC Wellbeing to determine any adjustment needed for Placement.
Eligibility for placement is dependent on satisfactory academic progression at the time placement is scheduled.
All placements must occur according to the published placement calendar on the ATES site. Students experiencing extenuating circumstances may request a date change; approval, however, is at the discretion of the Faculty. All placement blocks must be completed within 12 months of the associated unit's teaching and learning start date. Delays beyond this timeframe may result in a fail (NC) grade for the unit.
Intervention and Support
Students who demonstrate unsatisfactory progress towards the expected standard of practice at any point throughout their placement will be provided with Intervention and Support. This support process is tailored to meet the needs of the individuals. If sufficient improvements are not evident, a fail grade (NC) for the unit is the likely outcome. If the student's conduct or practice constitutes a significant risk to public safety, a student's placement may be terminated immediately without the Intervention and Support process being enacted. The student will meet with their Unit Convenor/Faculty member and discuss their progress in the unit and provided opportunities to reflect on their practice, setting goals for improvement.
Assessment Requirement
Placement must be successfully passed to pass the Unit
Generalised Support
For placement queries, contact placement@canberra.edu.au.
Additional information
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: The teaching and learning approach is underpinned by social constructivist and social learning theories where students are provided with engaging learning activities for discussion and negotiation.
Research Led Education: This unit involves work-integrated learning. There are active researchers delivering 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.
