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Unit of Study EDUC3031 - Teaching Students from Diverse Backgrounds (2025)

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Unit Snapshot

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Unit description

Investigates issues of diversity, equity and inclusion in the Australian education system with a focus on students from backgrounds of cultural diversity, socio-economic disadvantage, rural and remote students, and students from non-English speaking backgrounds. Critically reviews relevant legislation and education policy frameworks for promoting access, participation and success for learners from diverse backgrounds.  Promotes understanding and efficacy in creating culturally safe learning environments, and teaching, learning, and assessment strategies that promote high expectations for all learners.

Unit content

Module 1 Influences of Cultural Diversity

Module 2 Access and equity in the Australian education system

Module 3 Cultural Awareness and Cultural Competence

Module 4 Effective learning environments

Module 5 Teaching approaches

Module 6 Supportive school environments

Availabilities

Location Domestic International
Gold Coast
Summer Term
Term3
Summer Term
Term3
Online
Summer Term
Term3
N/A

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

critically examine factors and issues and the relationships between culture, language, identity and history influencing students’ learning experiences in Australian educational settings

evaluate current national and state legislation and educational policies aimed at improving access, participation and success within the Australian education system students from culturally diverse backgrounds; socio-economic backgrounds; rural and remote students; and non-English speaking backgrounds and refugee circumstances, and assess their implications for the profession

demonstrate sound knowledge of the attitudes and cultural competencies required of teachers to provide culturally safe and inclusive learning environments for learners from diverse cultural backgrounds, including the EAL/D dimension of their learning

evaluate curriculum, teaching, learning and assessment strategies that promote success for students from diverse cultural and socio-economic backgrounds; rural and remote students; and students with EAL/D, and the pedagogical skills to successfully support students’ learning

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Prescribed Learning Resources may change in future Teaching Periods.