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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Intermediate

Former School/College

Former School of Education

Pre-requisites

have completed unit: EDU10712 - Supporting Learners with Diverse Abilities

Unit aim

This unit focuses on instructional inclusion and designing quality educational opportunities for all learners both in special settings and the inclusive classroom within the framework of the Australian Curriculum and state curriculum policies. The process of planning and implementing individual education programs (IEPs) that will influence pedagogy and determine necessary curriculum adjustments is explored for students with additional learning and support needs. Participants are required to demonstrate their understanding of assessment for learning and implementing teaching strategies that are rigorous, meaningful and dignified. This unit seeks to highlight the importance of instructional inclusion.

Unit content

  • Australian Curriculum and state curriculum policies 
  • Purpose of assessment  
  • Programming and Designing an Individual Education Plan (IEP)  
  • Instructional inclusion – Curriculum adjustments 
  • Preparation for key transition points  
  • Catering for students with High support needs 

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.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 Demonstrate their understanding of the Australian Curriculum and state curriculum policies when designing teaching programs for students with additional learning and support needs.
2 Identify the different purpose and types of assessment and their role in instructional decision making.
3 Analyse how various factors within the classroom ecosystem (students, teachers, setting, curriculum) interact together and may limit a student’s ability to fully access the curriculum.
4 Adjust curriculum content and outcomes, teaching resources, strategies and assessment to allow a student full access to the curriculum.
5 Identify relevant strategies that will successfully prepare students for key transition points from preschool to post school.
6 Collaborate with students, parents, school staff and other professionals in designing appropriate curriculum adjustments and teaching strategies that are rigorous, meaningful and dignified.
7 Review research and critically analyse methods of educational testing and assessment including standardised and curriculum based assessment.

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

  1. Demonstrate their understanding of the Australian Curriculum and state curriculum policies when designing teaching programs for students with additional learning and support needs.
    • GA4:
  2. Identify the different purpose and types of assessment and their role in instructional decision making.
    • GA4:
  3. Analyse how various factors within the classroom ecosystem (students, teachers, setting, curriculum) interact together and may limit a student’s ability to fully access the curriculum.
    • GA7:
  4. Adjust curriculum content and outcomes, teaching resources, strategies and assessment to allow a student full access to the curriculum.
    • GA7:
  5. Identify relevant strategies that will successfully prepare students for key transition points from preschool to post school.
    • GA7:
  6. Collaborate with students, parents, school staff and other professionals in designing appropriate curriculum adjustments and teaching strategies that are rigorous, meaningful and dignified.
    • GA6:
  7. Review research and critically analyse methods of educational testing and assessment including standardised and curriculum based assessment.
    • GA4: