|Semester 1, 2022 Online|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|Grading basis :||Graded|
|Version produced :||2 July 2022|
Examiner: Susan Carter
Pre-requisite: Students must be enrolled in one of the following Programs: MPLT or MSLT
Educators encounter people from diverse backgrounds and with varied needs as part of everyday life. Diversity presents itself in a multitude of ways. Cultural, linguistic, socio-economic, gender, age, ethnicity, disability and giftedness are all aspects of the differences each of us brings to any context. Gaining the capacity to understand and work effectively in diverse settings is a vital skill for educators who must be capable of differentiating learning experiences according to student need; and of working proactively to engage all students in productive and inclusive ways within the whole school context. Ensuring equitable access to a quality education for all students is a fundamental pillar of the Alice Springs (Mparntwe) Education Declaration. Teachers must therefore be able to meet these challenges including the pressing need to improve the educational outcomes of Aboriginal and Torres Strait Islander students, students with English as another Language and children with special needs within the range of diverse groups in Australian classrooms.
This course explores the diversity that educators encounter as part of their professional practice. It explores diversity in its many forms, expressed through culture, identity, language, ethnicity, socio-economic experience, religion, abilities and disabilities, gender and age. EDM5002 focusses on recognition of the identities of Aboriginal and Torres Strait Islander background students and relevant pedagogies to engage learners. It identifies the learning needs of individual children with special needs across the full range of abilities in the frame of an inclusive whole-school approach to education. Accessing relevant legislative, administrative, educational and organisational policy and processes is a tool used for understanding and implementing the complex demands of Diversity.
Course learning outcomes
On successful completion of this course preservice teachers should be able to:
- demonstrate knowledge and understanding of the constructs of diversity and inclusion and the relationship of the constructs to physical, social and intellectual development and characteristics of students and how these may affect learning (Australian Professional Standards for Teachers (APST) 1.1);
- demonstrate understanding of the needs of all students to feel safe, connected and accepted, as well as the full range of curriculum requirements, legislation, policies and practices that pertain to ensuring student well-being is prioritised and that support inclusive participation and engagement learning experiences (APST 4.1, 4.4);
- demonstrate advanced understanding of suitable strategies for the differentiation of learning and teaching practices that respond to students across full range of abilities, demonstrating understanding of legislative requirements and teaching strategies that support participation and learning of students with disability with administrative and organisational policies and processes (APST 1.5, 1.6, 7.2);
- demonstrate an understanding of strategies for working effectively, sensitively and confidentially with parents/carer to involve them in the educative process and of communication approaches (verbal and nonverbal) and teaching strategies to engage and respond to the learning strengths and needs of students from diverse cultures, languages and religious and socioeconomic backgrounds (APST 1.3, 3.5, 3.7, 7.3);
- demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages and the impact of culture, cultural identify and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds and explore culturally appropriate pedagogical strategies to engage students with learning (APST 1.4, 2.4);
- utilise expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.
|1.||Concepts of diversity – constructs of diversity and inclusion and the relationship of the constructs to physical, social and intellectual development and characteristics of students and how these may affect learning, in a range of differently structured classes||10.00|
|2.||Language diversity – the needs of all students to feel safe, connected and accepted ; curriculum requirements, legislation, policies and practices ; student well-being, supportive of inclusive participation and engagement in learning experiences ; use of communication approaches (verbal and nonverbal) and teaching strategies to respond to the learning strengths and needs for effective engagement of students with diverse cultures, languages and religious and socioeconomic backgrounds||20.00|
|3.||Diversity of special needs – differentiation of learning and teaching practices, support students of all needs with reference to relevant legislative requirements, administrative and organisation policies and processes and strategies for working effectively, sensitively and confidentially with parents/carers in the educative process||20.00|
|4.||Indigenous perspectives – broad knowledge of, understanding of and respect of Aboriginal and Torres Strait Islander histories, cultures and languages||25.00|
|5.||Indigenous pedagogies – impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds with culturally appropriate pedagogical strategies to engage students with learning||25.00|
Text and materials required to be purchased or accessed
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
|Description||Weighting (%)||Course learning outcomes|