| Semester 2, 2021 Online | |
| Short Description: | Diversity Educational Contexts |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070199 - Teacher Education not elsewher |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in one of the following Programs: MPLT or MSLT
Rationale
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.
Synopsis
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.
Objectives
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.
Topics
| Description | Weighting(%) | |
|---|---|---|
| 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
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=02&subject1=EDM5002)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference Materials
Student Workload Expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Independent Study | 85.00 |
Assessment Details
| Description | Marks out of | Wtg (%) | Due Date | Objectives Assessed | Notes |
|---|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 20 Aug 2021 | 1,2,3,4,6 | (see note 1) |
| ASSIGNMENT 2 | 50 | 50 | 15 Oct 2021 | 1,4,5,6 | (see note 2) |
Notes
- Literature review and differentiate curriculum
- Develop and justify lesson plans
Important assessment information
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Attendance requirements:
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure . -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment Notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and Benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
- conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
- forms part of the Master of Learning and Teaching and is benchmarked against the
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
- professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).
Other Requirements
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Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .