Addressing Challenges in Educational Environments (9857.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| Bruce, Canberra
|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
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
PrerequisitesStudents must have passed 72 credit points including 9869 Designing Learning for Diversity and Inclusion.
CorequisitesMust be enrolled in one of the following undergraduate Initial Teacher Education (ITE) courses:
321JA Bachelor of Primary Education
322JA Bachelor of Primary Education (STeM)
323JA Bachelor of Primary Education (Creative Arts)
324JA Bachelor of Primary Education (Health and Physical Education)
327JA Bachelor of Secondary Education/Bachelor of Arts
328JA Bachelor of Secondary Education/Bachelor of Science
330JA Bachelor of Secondary Education (Health and Physical Education)
347JA Bachelor of Secondary Education (Arts)
348JA Bachelor of Secondary Education (Science)
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Winter Term||30 May 2023||On-Campus||Mrs Stephanie Watts|
|2023||Bruce, Canberra||Semester 2||31 July 2023||On-Campus||Mrs Michaela Vergano|
|2024||Bruce, Canberra||Winter Term||27 May 2024||On-Campus||Mrs Katy Meeuwissen|
|2024||Bruce, Canberra||Semester 2||29 July 2024||On-Campus||Mrs Katy Meeuwissen|
You may purchase the required text through the several book retailers such as: Amazon, Book Depository and Booktopia amongst others.
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/
Online course: Positive Partnerships. Introduction to Autism: https://learninghub.positivepartnerships.com.au/login/index.php
Ashman, A., (2018). Education for Inclusion and Diversity. Pearson
Australian Childhood Foundation. (2018). Making Space for Learning. Trauma Informed Practice in Schools (online).
Blaustein, M. E., & Kinninburgh, K. M. (2018). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation and competency (2nd ed.). Guilford Press.
Eller, J. & Hierck, T. (2022). Trauma-sensitive Instruction: Creating a Safe and Predictable Classroom Environment. Hawker Bronlow Education.
Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2020). Teaching: Dilemmas, challenges and opportunities (6th ed). Cengage. * (Highly Recommended)
Graham, L. (Ed.). (2019). Inclusive Education for the 21st century: Theory, policy and practice. Routledge.
Howard, J. A. (2013). Distressed or Deliberately Defiant? Managing challenging student behaviour due to trauma and disorganised attachment. Australian Academic Press (available online)* (Highly Recommended)
Ralph, T. (2024). Student Voice, Behaviour, and resistance in the classroom environment. 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, 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.
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.
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.
Indicative student workload
Reading and private study: 60 hours
Lectures and tutorials: 30 hours
Assessment tasks: 60 hours
Inclusion and engagement
Some of the content of this unit has the potential to be emotionally challenging and may be triggering for some. Students are encouraged to talk with the unit convenor and 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
Theoretical foundations: The theoretical foundations of the unit are evidence-based and look at multi-disciplinary learning in cognitive sciences, health sciences, behavioural sciences as well as the specialised education fields of disability and inclusive practices.
Research Led Education: This unit involves research-led education. 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.
- Semester 2, 2023, On-Campus, UC - Canberra, Bruce (214480)
- Winter Term, 2023, On-Campus, UC - Canberra, Bruce (215477)
- Semester 2, 2022, On-Campus, UC - Canberra, Bruce (207876)
- Winter Term, 2022, On-Campus, UC - Canberra, Bruce (209889)
- Semester 2, 2021, On-Campus, UC - Canberra, Bruce (201968)
- Semester 2, 2020, On-Campus, UC - Canberra, Bruce (195903)
- Semester 2, 2019, On-Campus, UC - Canberra, Bruce (186937)
- Semester 2, 2018, On-Campus, UC - Canberra, Bruce (182754)