Handbook : Unit informationEdith Cowan University

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Teaching in Diverse Australian Schools

• Unit Code

  EDU4232

• Year

  2015

• Enrolment Period

  1

• Version

  1

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

The unit examines a range of issues that may influence the effectiveness of teachers and their work in Australian schools, including school climate; school systems and policies; curriculum reforms; how well schools respond to issues of equity, justice, diversity; and, the economic, social, cultural and technological changes that confront schools in society. In taking a broad view of diversity and challenges confronting teachers and schools the unit examines youth culture, ethnicity, social class and gender. Against backdrop of change, the unit also examines some traditional images of teaching and considers their appropriateness to contemporary forms and knowledge of work. The unit also reviews how teachers, as key contributors to the social institution called schooling, are intimately involved, not only in the instruction and care of young people, but in the politics of education locally and globally.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode of delivery.

Learning Outcomes

On completion of this unit students should be able to:

1. Critically analyse policies relating to social justice and equity in education with respect to indigenous and multi-cultural education, social class, ethnicity and gender, and youth transition and identity.
2. Critically consider the notion that teaching is a collegial act requiring collaboration; a moral act founded on an ethic of care; and, an act of inquiry, reflection and political action.
3. Develop an effective learning environment in classrooms and schools for all students by taking into account class, gender, ethnicity and indigenous Australians.
4. Explain how life in Australian schools and classrooms is influenced by structural inequalities, institutionalised discrimination, cultural diversity and ideologies of the wider society that they serve.
5. Explain how schools developed in Australia and assess the nature of change confronting Australian schools in the 21st Century.

Unit Content

1. Creating diverse and inclusive schools through differentiated instruction.
2. Supporting students with literacy difficulties, intellectual disabilities, physical impairment and Autism Spectrum Disorder.
3. Teaching involves meeting the needs of a diverse range of learners, taking account of differences based on attributes such as ethnicity, culture, gender, social class and intellectual and physical capabilities.
4. Understanding diversity, inclusion and engagement in Australian Schools, placing policy and legislation in perspective .
5. Understanding linguistic and cultural diversity, indigenous perspectives and cultural identity, gender and social differences.

Additional Learning Experience Information

Lectures, tutorials, workshops, direct observations and microteaching.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• ^ Hyde, M., Carpenter, L. & Conway, R. (2013). Diversity, Inclusion and Engagement 2nd Edition VIC/Oxford University Press
• Ashman, A., & Elkins, J. (Eds), Education for inclusion & diversity 3rd Edition Pearson Education Australia
• Foreman, P. (Ed.) (2011). Inclusion in Action Centage Learning Australia.
• Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms 2nd Edition Alexandria, VA: Association for Supervision and Curriculum Development.
• Hurst, D. & Davison, C. (2005). Collaborating on curriculum: Focus on secondary ESOL in D. Kaufman & J. Crandall (Eds). Content-based instruction in primary and secondary school settings (p.41-66).
• Smith, S. R. (2009). A dynamic ecological framework for differentiating curriculum. Gifted and Talented International, 24(2), 9-20
• Vialle, W. & Rogers, K. B. (2009). Educating the gifted learner NSW: David Barlow Publishing
• Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners Alexandria, VA: Association for Supervision and Curriculum Development.
• Harrison, N. (2011) Teaching & Learning in Aboriginal Education 2nd Edition Oxford University Press
• Gross, M.U.M., MacLeod, B., & Pretorius, M. (2003). Gifted Students in Secondary Schools: Differentiating the Curriculum 2nd Edition Sydney: GERRIC.

^ Mandatory reference

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