Addressing Challenges in Educational Environments (9857.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 4 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Contextualise the contemporary challenges in educational environments;
2. Make links between educational environments, policies and frameworks; and
3. Identify and evaluate effective strategies to address potential challenges early career educators may experience.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
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
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
PrerequisitesStudents in the Bachelor of Primary Education (Graduate Entry) course must have passed 24 credit points.
All other students must have passed 72 credit points including 9869 Designing Learning for Diversity and Inclusion.
CorequisitesEnrolment in an Education Course.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Winter Term||30 May 2022||On-Campus||Mrs Katy Meeuwissen|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Mrs Julia Davies-Duff|
You may purchase the required text through the "School Locker" at the link: https://theschoollocker.com.au/universities/university-of-canberra or visit The School Locker Store situated inside the UCX Shop.
Howard, J.A. (2013) Distressed or deliberately defiant? Managing student behaviour due to trauma and disorganised attachment. Australian Academic Press Group Pty Ltd.
Online course: Nationally Consistent Collection of Data on School Students with Disability. Disability Standards for Education for pre-service teachers: https://www.nccd.edu.au/professional-learning/disability-standards-education-pre-service-teachers
Online course: Australian Childhood Foundation. Trauma Responsive Practice in Education: https://professionals.childhood.org.au/training-development/trauma-responsive-practice-in-education/
Aboriginal Education K – 12 Resource Guide (2003) http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/aboriginalresourceguide.pdf
Ashman, A., & Elkins, J. (2012). Education for Inclusion and Diversity. Pearson, NSW.
Australian Childhood Foundation. (2018). Making Space for Learning. Trauma Informed Practice in Schools (online)
Carrington, S., & Macarthur, J. (2012). Teaching in Inclusive School Communities. Wiley and sons, Australia Ltd. (bookshop)
DEEWR. Family, School Partnerships Framework, A Guide for Schools and Families, (On-line)
Epstein, Joyce. Framework of Six Types of Involvement. (on-line)
Graham, L., Berman, J., & Bellert, A. (2015). Sustainable Learning: Inclusive practices for 21st century classrooms. Cambridge University Press, Melbourne.
Hyde, M., Carpenter, L., & Dole., Conway, R. (2013). Diversity, Inclusion and Engagement. Oxford University Press, Melbourne.
McGrath, M.Z., Johns, B. H. & Mathur, S. R. (2010). Empowered or Overpowered? Strategies for Working Effectively with Paraprofessionals. Beyond Behavior, 19(2). 2-6 (on-line)
Scott, S. (2004). Fierce Conversations: Achieving success at work and in life one step at a time.
Staff Matters http://www.appa.asn.au/conferences/2011/mason-presentation.pdf
Submission of assessment items
Extensions & Late submissions
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.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
Submission of all assessments and an aggregate mark of 50% is required to pass the unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
The use of URKUND is the default position of the university
Students should be aware that submitting fraudulent documentation has potential serious consequences including suspension and/or exclusion from the University and that all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.
Indicitive student workload
Lectures/online learning: 30hrs
Tutorials: 60 hrs
Weekly preparation for classes: 20hrs
Assessment preparation and private study: 40hrs
Inclusion and engagement
Some of the content of this unit has the potential to be emotionally challenging. Students are encouraged to seek out support from Student Wellbeing if required.
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
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.
Required IT skills
Only basic IT skills are required to complete this unit
Please note that the Australian Childhood Foundation online course Trauma Responsive Practice in Education has a cost of $33. When registering online for the course, students will be required to pay using a credit card.
Work placement, internships or practicums