Designing Learning for Diversity and Inclusion (9869.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| Bruce, Canberra
UC Sydney Hills, Castle Hill, NSW
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 2 - Undergraduate Intermediate Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Important note: Due to accreditation-related attendance requirements, students enrolled in an Initial Teacher Education (ITE) course must enrol in the on-campus mode for this unit. Enrolling in the online mode may cause future issues with teacher registration.
Learning outcomesOn successful completion of this unit, students will be able to:
1. Identify characteristics of learners in diverse educational settings and demonstrate how to cater for their learning needs;
2. Compare models and frameworks for designing learning and teaching; and
3. Identify and analyse appropriate technology to incorporate learning for diversity.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
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 - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
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
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 - be self-aware
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 2||31 July 2023||On-Campus||Mrs Michaela Vergano|
|2024||Bruce, Canberra||Winter Term||27 May 2024||On-Campus||Mrs Michaela Vergano|
|2024||UC Sydney Hills, Castle Hill, NSW||Semester 2||29 July 2024||On-Campus||Mrs Katy Meeuwissen|
|2024||Bruce, Canberra||Semester 2||29 July 2024||On-Campus||Mrs Michaela Vergano|
Ashman, A. (Ed.). (2019). Education for Inclusion and Diversity (6th ed.). Pearson
Highly recommended texts:
Mitchell, D. & Sutherland, D. (2020). What really works in Special and Inclusive Education: USing Evidence-Based Teaching Strategies (3rd ed.). Routledge
McLeskey, J., Maheady, L., Billingdley, B., Bronwell, M.T., & Lewis, T.J. (Eds.). (2022). HIgh Leverage Practices for Inclusive Classrooms. Routledge
Graham, L. (Ed.). (2019). Inclusive Education for the 21st Century: Theory, Policy and Practice. 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
All assessment items need to be submitted 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.
A proposed breakdown for the workload for this unit is as follows
Lectures and tutorials = 30 hours
Weekly readings and research = 45 hours
Assessment preparation = 75 hours
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
Students are expected to have access abd be familiar with the UCLearn CANVAS platform. The assessments involve the creative use of technology so students require access to a Smart device, whether a tablet, iPad, laptop or similar.
In each tutorial students are expected to have access to their own technology whether a Smart phone or other device.
Work placement, internships or practicums
Provision of information to the group
Notifications through Canvas Announcements or Canvas Discussions 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. Students should ensure they check their university email regularly.
Theoretical Foundations: All teaching involves inclusive pedagogies. This unit is founded on the core-elements of inclusive practices, social justice and human rights principles and socio-cultural understandings.
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 (214477)
- Semester 2, 2022, On-Campus, UC - Canberra, Bruce (207873)
- Semester 1, 2022, On-Campus, UC - Canberra, Bruce (209881)
- Semester 2, 2021, On-Campus, UC - Canberra, Bruce (201965)
- Semester 2, 2020, On-Campus, UC - Canberra, Bruce (195900)
- Semester 2, 2019, On-Campus, UC - Canberra, Bruce (186934)
- Semester 2, 2018, On-Campus, UC - Canberra, Bruce (182683)