Course Outline

EDU116 Introduction to Diverse Learning Contexts

Course Coordinator:Anne Drabble ( School:School of Education and Tertiary Access

2024Semester 1


Online You can do this course without coming onto campus.

Please go to for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


This introductory course is designed to develop your knowledge and practice for prior to school and school contexts. You will participate in 15 days of Professional Experience (PEx), to align your understanding of the EYLF, QKLG and the Australian Curriculum with  practices undertaken by educators to meet the full range of capabilities of learners. Inclusion and diversity, including Aboriginal and Torres Strait Islander learners are a focus in this course. Supported by the PEx, you will engage in reflection-for-action to strongly connect with the teaching profession.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Learning materials – Learning materials are independently accessed in Canvas. They include course content, activities, readings and resources for active engagement and participation in the online tutorials. 1hr Week 1 10 times
Tutorial/Workshop 1 – Tutorial 1 includes ten one hour online tutorials scheduled weekly via zoom. The tutorials involve active participation. Additional modalities may be used in this course. 1hr Week 1 10 times
Placement – You will undertake 7.25 hours of PEx each day for a total of 15 days. The PEx schedule commences with two days of PEx for five weeks as scheduled on the PEx calendar in SONIA (10 days of PEx), followed by five consecutive days of PEx in Week 11. The PEx Handbook includes specific requirements for the PEx, and can be accessed on SONIA. The total of 15 days of PEx meets the number of PEx days required in this course. 108.75hrs Refer to Format Once Only

Course Topics

  • Aboriginal and Torres Strait Islander learners
  • Accommodating diverse learners through adjustments in teaching and learning
  • Code of Conduct
  • Diverse learners in prior to school and school contexts
  • EYLF, QKLG and the Australian Curriculum
  • Learners health, safety and wellbeing
  • Legislation, policies and guidelines for Inclusion 
  • Professional Knowledge, Professional Practice and Professional Engagement and the APST

What level is this course?

100 Level (Introductory)

Engaging with discipline knowledge and skills at foundational level, broad application of knowledge and skills in familiar contexts and with support. Limited or no prerequisites. Normally, associated with the first full-time study year of an undergraduate program.

What is the unit value of this course?

6 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Demonstrate appropriate communication and behaviour to comply with the Code of Conduct to different audiences Ethical
7, 7.1, 7.2
2 Engage with a range of learning frameworks and curriculum documents (EYLF, QKLG and Australian Curriculum) Engaged
3, 4
3 Evaluate age appropriate teaching strategies to promote the health, safety and wellbeing of learners Empowered
1, 3, 4
4 Implement teaching and learning practices to evidence support for diverse learners Sustainability-focussed
1, 1.3, 1.4, 1.5
5 Analyse approaches evident in the teaching cycle (planning, teaching, assessing, reflecting and evaluating) Knowledgeable
3, 4, 5

* Competencies by Professional Body

Australian Institute for Teaching and School Leadership
1 PROFESSIONAL KNOWLEDGE: Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
3 PROFESSIONAL PRACTICE: Plan for and implement effective teaching and learning
4 PROFESSIONAL PRACTICE: Create and maintain supportive and safe learning environments
5 PROFESSIONAL PRACTICE: Assess, provide feedback and report on student learning
7 PROFESSIONAL ENGAGEMENT: Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.


Must be enrolled in ED101 or ED102


Not applicable


Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Limited Grading (PNP)

Pass (PU), Fail (UF). All assessment tasks are required to be passed for successful completion of the course.

Details of early feedback on progress


Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group What is the duration / length? When should I submit? Where should I submit it?
All 1 Activity Participation Individual
Assignment 1 is for the duration of the semester, including the PEx.
Week 3 Online Submission
All 2 Activity Participation Individual
1000 words or equivalent.
Refer to Format Online Discussion Board
All 3 Placement performance Individual
7.25 hours of PEx each day over 15 days as scheduled.
Refer to Format SONIA
All 4 Artefact - Creative, and Oral Individual
500 words or equivalent
Week 12 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Code of Conduct
The goal of Assignment 1 is to understand, agree to, and comply with the Code of Conduct.
Product: Activity Participation
Assignment 1: has two parts.

A copy of the Code of Conduct is submitted in Canvas and due midnight Friday Week 3.
A signed copy of the Code of Conduct must be included in your PEx File.

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Compliance with all aspects of the Code of Conduct
All - Assessment Task 2:Shared Reflective Communication
The goal of Assignment 2 is to engage in shared communication to demonstrate your understanding and use of teaching practices for diverse learners in prior to school and school contexts.
Product: Activity Participation
Using online discussions, you will respond to four topics, focusing on diverse learning contexts and the teaching cycle. 
For each topic, you are required to share a reflective comment. In addition to your reflective comments, you need to respond to other reflective comments shared on the Discussion Board.

Shared Reflective Communication is submitted in Canvas on the Discussion Board, and due midnight Friday Week 3, Week 6, Week 8, and Week 10 

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Explanation of frameworks and curriculum documents for teaching and learning
Evaluation of approaches in the teaching cycle
Communication of teaching and learning practices for diverse learners
4 5
All - Assessment Task 3:EDU116 PEx
The goal of Assignment 3 is to demonstrate achievement of professional knowledge, professional practice and professional engagement commensurate with the criteria for the PEx.
Product: Placement performance
The requirements for the PEx are outlined in the PEx Handbook and can be accessed in Sonia.

You will complete PEx each Thursday and Friday for five weeks (as scheduled on the PEx calendar for a total of 10 days)
In Week 11 you will complete a further 5 days of PEx to complete the 15 days required for the PEx

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Evaluation of age appropriate teaching strategies that promote health, safety and well being of all learners
Implementation of teaching and learning strategies that evidence support for diverse learners
Analysis of approaches evident in the teaching cycle
Compliance with all aspects of the Code of Conduct
All - Assessment Task 4:PEx Debrief and SWOT analysis
The goal of Assignment 4 is to reflect on the PEx to identify areas of strength and areas for improvement.
Product: Artefact - Creative, and Oral
You will use the SWOT analysis template to reflect on the PEx experience.

Your SWOT analysis is submitted in Canvas and due midnight Friday Week 12.

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Analysis of teaching approaches and diversity
Evaluation of teaching strategies for learner wellbeing and safety

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Iva Strnadová,Michael Arthur-Kelly,Phil Foreman 2021 Inclusion in Action 6e 6th Edition Cengage AU

Specific requirements

Current Blue Card for the 15 days of PEx commencing in Week 5. It is expected you will access the online course learning materials available on USC Canvas, and the  resources available in the library. You are also required to have transport to your allocated PEx site to complete the PEx.

How are risks managed in this course?

Risk assessments have been performed for all field activities and a low level of health and safety risk exists. Some risks concerns may include working in an unknown environment as well as slip and trip hazards. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

This course will be graded as Pass in a Limited Grade Course (PU) or Fail in a Limited Grade Course (UF) as per clause 4.1.3 and
4.1.4 of the Grades and Grade Point Average (GPA) - Institutional Operating Policy of the USC.
In a course eligible to use Limited Grades, all assessment items in that course are marked on a Pass/Fail basis and all assessment
tasks must be passed for a student to successfully complete the course. Supplementary assessment is not available in
courses using Limited Grades.

Assessment: Submission penalties

You must contact your Course Coordinator and provide the required documentation if you require an extension.
You are required to complete the PEx  as scheduled on the PEx calendar. Unavoidable absence during the PEx must be completed as soon as possible in consultation with the PEx Supervising Teacher.


UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email

The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit

Student Charter

UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

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