Semester 3, 2022 Online | |
Units : | 1 |
Faculty or Section : | Faculty of Business, Education, Law and Arts |
School or Department : | School of Education |
Grading basis : | Graded |
Course fee schedule : | /current-students/administration/fees/fee-schedules |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in: BEDU (Primary) or BEDU (Primary + Special Education) or BEDU (Special Ed) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BPED
Enrolment is not permitted in EDP4200 if EDC1200 has been previously completed
Overview
Responsive teaching is necessary for primary teachers due to the diversity in every classroom, school and community. Teachers need to prepare for, and respond to, the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Similarly, teachers need to demonstrate knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from diverse backgrounds including, Aboriginal and Torres Strait Islander backgrounds. Teacher registration requirements such as the Australian Professional Standards for Teachers include foci on responsive practices that promote improved outcomes for learners from diverse cultural, linguistic, religious and socioeconomic backgrounds, including that of students from Aboriginal and Torres Strait Islander backgrounds. As such, it is important that pre-service teachers are explicitly taught how to develop strategies that respond to the learning strengths and needs of a diverse student cohort. This final semester course provides primary pre-service teachers with an opportunity to reflect upon their understanding and knowledge of the rationale for continued professional learning and the implications for improved student learning.
This course builds upon primary pre-service teachers' knowledge and skills related to reflective and responsive practices to enable them to develop strategies that respond to the learning strengths and needs of a diverse student cohort. Primary pre-service teachers learn about the complex influences on student experiences and learning in schools, with a particular focus on the impact cultural and linguistic backgrounds may have on the educational experience of Aboriginal and Torres Strait Islander students. Pre-service teachers will develop teaching and learning strategies that are informed by contemporary research into the improvement of student learning via responsive pedagogical practices. Ongoing professional learning for teachers is a focus of The Reflective Practitioner and, upon successful completion of the course, primary pre-service teachers will understand both the rationale for career-long professional learning and the impact this can have on student learning.
Course learning outcomes
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- identify and respond to learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (APST 1.3);
- demonstrate knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander and other backgrounds (APST 1.4);
- develop strategies that build on learning strengths and address learning needs of students, including Aboriginal and Torres Strait Islander students (APST 1.3, 1.4, 2.4);
- critically reflect on the rationale for continued professional learning for the implications for improved student learning (APST 6.1, 6.2, 6.4).
Topics
Description | Weighting(%) | |
---|---|---|
1. | Learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds | 20.00 |
2. | Culture, cultural identity and linguistic background and the education of Aboriginal and Torres Strait Islander students | 20.00 |
3. | Culturally responsive pedagogies and approaches to teaching and learning | 40.00 |
4. | Professional learning and the implications for improved student learning | 20.00 |
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.
Assessment details
Description | Group Assessment |
Weighting (%) | Course learning outcomes |
---|---|---|---|
Critique (written) | No | 30 | 1,2,3,4 |
Planning document | No | 30 | 1,2,3,4 |
Reflection (personal/clinical) | No | 40 | 1,2,3,4 |