¾«¶«´«Ã½app

Staffing

Examiner:

Requisites

Pre-requisite: ESP2200 or EDS2402
Enrolment is not permitted in ESI4100 if EDX3250 has been previously completed

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.

Rationale

Today’s classrooms are environments inclusive of a diverse group of learners. Diversity of learners, means diversity of individual needs including physical, social, and intellectual, as well as unique cultural and linguistic needs. Providing quality teaching with consideration of the concepts of social justice and equity to support and effectively ensure participation and engagement of all learners is the job of every educator. Awareness and understanding of learner diversity in the classroom is fundamental to establishing a culture of inclusion where the individual needs of all learners are catered for. At all levels of career development educators must demonstrate, with practical examples, their competency in relation to the Australian Professional Standards for Teachers (APST), one of which outlines the need for differentiated teaching to meet the additional needs of all learners. National expectations and legislation guide curriculum delivery and mandate educator accountabilities, reflecting expectations of social justice and inclusive practice across global educational contexts.

Synopsis

This course will focus on developing an awareness and understanding of learner diversity, and the knowledge, skills and attitude pre-service teachers will need to cater for this diversity within an inclusive learning environment. Exploration of current evidence-based approaches, including socially just and equitable practices, legislation, policies, and professional contexts that inform inclusive education will be studied along with their implications for teaching and learning. A key focus within the course is developing an understanding of the range of learner diversity and the implications of this diversity for planning, teaching, and assessing participation and learning. Inclusive pedagogy will be explored to help pre-service teachers develop their understanding and skills to implement effective teaching and learning strategies, managing challenging behaviours and promote positive outcomes for all learners. As part of course assessment a case study approach will be considered to support pre-service teachers in developing a `real life' understanding of classroom diversity. Assessment in this course will focus on knowing learners and how they learn; planning, and implementing effective teaching and learning; and creating and maintaining supportive and safe learning environments.

Objectives

Topics

Text and materials required to be purchased or accessed

Reference materials

Student workload expectations

Assessment details

Important assessment information

1. Attendance requirements:
   
   It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and 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.
   
   
2. 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.
   
   
3. Penalties for late submission of required work:
   
   Students should refer to the Assessment Procedure (point 4.2.4)
   
   
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.
   
   
5. 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 assessment items in the course.
   
   
6. Examination information:
   
   There is no examination in this course.
   
   
7. Examination period when Deferred/Supplementary examinations will be held:
   
   There is no examination in this course, there will be no deferred or supplementary examinations.
   
   
8. ¾«¶«´«Ã½app Student Policies:
   
   Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
   
   

Assessment notes

1. 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 .
   
   
2. 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.
   
   
3. 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 ¾«¶«´«Ã½app'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:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

1. 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
2. Queensland College of Teachers
3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

1. E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.
   
   
2. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.