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Unit of Study EDU83003 - Inclusive Teaching (2020)

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Unit Snapshot

  • Unit typeo

    PG Coursework Unit

  • Credit points

    12

  • AQF level

    8

  • Level of learning

    Advanced

  • Former School/College


Learning outcomes and graduate attributes

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:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 Critically examine factors related to culture, language, identity and history influencing students’ learning and behaviour in educational settings
2 Critically examine the issues and national and state data relating to the experience of students from diverse backgrounds – Aboriginal and Torres Strait Islander; cultural; socio-economic; religious; rural or remote - in terms of access to, participation in, and success within the Australian education system
3 Evaluate current national and state legislation and educational policies aimed at improving access, participation and success within the Australian education system for Aboriginal and Torres Strait Islander students; students from different religious and socio-economic backgrounds; rural and remote students; and students from non-English speaking backgrounds and refugee circumstances, and assess their implications for the profession
4 Develop a deep understanding and efficacy around the attitudes and cultural competencies required of teachers to provide culturally safe and inclusive learning environments for learners from Aboriginal and Torres Strait Islander and diverse cultural backgrounds, including the EAL/D dimension of their learning
5 Evaluate curriculum, and teaching, learning and assessment strategies that promote high expectations and success for Aboriginal and Torres Strait Islander students; students from different religious and socio-economic backgrounds; rural and remote students; and students from non-English speaking backgrounds and refugee circumstances, and the skills required of teachers to successfully integrate these elements into their practice
6 Identify networks, organisations and personnel both within schools and in the wider community for the support of students from diverse backgrounds and the teachers who teach them
7 Demonstrate advanced skills in documenting, researching, and presenting contemporary understandings of and approaches to inclusive education

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

  1. Critically examine factors related to culture, language, identity and history influencing students’ learning and behaviour in educational settings
    • GA1:
    • GA4:
  2. Critically examine the issues and national and state data relating to the experience of students from diverse backgrounds – Aboriginal and Torres Strait Islander; cultural; socio-economic; religious; rural or remote - in terms of access to, participation in, and success within the Australian education system
    • GA1:
    • GA4:
  3. Evaluate current national and state legislation and educational policies aimed at improving access, participation and success within the Australian education system for Aboriginal and Torres Strait Islander students; students from different religious and socio-economic backgrounds; rural and remote students; and students from non-English speaking backgrounds and refugee circumstances, and assess their implications for the profession
    • GA1:
    • GA4:
  4. Develop a deep understanding and efficacy around the attitudes and cultural competencies required of teachers to provide culturally safe and inclusive learning environments for learners from Aboriginal and Torres Strait Islander and diverse cultural backgrounds, including the EAL/D dimension of their learning
    • GA1:
    • GA7:
  5. Evaluate curriculum, and teaching, learning and assessment strategies that promote high expectations and success for Aboriginal and Torres Strait Islander students; students from different religious and socio-economic backgrounds; rural and remote students; and students from non-English speaking backgrounds and refugee circumstances, and the skills required of teachers to successfully integrate these elements into their practice
    • GA1:
    • GA4:
    • GA7:
  6. Identify networks, organisations and personnel both within schools and in the wider community for the support of students from diverse backgrounds and the teachers who teach them
    • GA4:
    • GA7:
  7. Demonstrate advanced skills in documenting, researching, and presenting contemporary understandings of and approaches to inclusive education
    • GA7:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.