Course Outline

EDU712 Diversity and Inclusion

Course Coordinator:Sharon Louth (slouth@usc.edu.au) School:School of Education and Tertiary Access

2022Session 5

USC Sunshine Coast

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Online

Online You can do this course without coming onto campus.

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

What is this course about?

Description

Every learner in your class is diverse and has particular needs based on gender, ethnicity, language, culture, religion and/or socio-economic backgrounds. You will apply specialised knowledge to develop advanced and integrated understanding of socio-cultural theories and professional skills to respond to, and support, students in your care, to foster a strong sense of personal wellbeing. You will research socially just and equitable practices that support learners, investigate theories and policies, and interrogate resources and current issues pertinent to your future professional role.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. 2hrs Week 1 5 times
Tutorial/Workshop 1 – There will be a scheduled daily on-campus tutorial of two hours during the one week intensive. Tutorial notes will be available to accompany all tutorials to support your learning. 10hrs Week 2 Once Only
Information session – You will be invited to attend zoom drop in sessions after the intensive. 1hr Week 1 5 times
Seminar – Online 2hrs Week 2 3 times
Online
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. 2hrs Week 1 5 times
Tutorial/Workshop 1 – There will be a scheduled daily Zoom tutorial of two hours during the one week intensive. Tutorial notes will be available to accompany all tutorials to support your learning. 10hrs Week 2 Once Only
Information session – You will be invited to attend zoom drop in sessions after the intensive. 1hr Week 1 5 times
Seminar – Online 2hrs Week 2 3 times

Course Topics

  • Student diversity in classrooms – gender, language, cultural, religious and socio-economic differences including Aboriginal and Torres Strait Islander students

  • Inclusivity and equity

  • Education for peace – wellbeing, respect, tolerance, community cohesion

  • Differentiation of the curriculum, teaching and learning strategies and assessment practices for students from diverse backgrounds

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

12 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 Apply knowledge and understanding of ethical and inclusive practices to adjust your existing teaching and learning activities to support diverse learner needs, giving consideration to students' physical, social and intellectual development. Create practical applications to demonstrate inclusive learning experiences. Creative and critical thinker
1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 3, 3.1, 3.3, 3.4, 3.6, 4, 4.1, 7.1, 7.2
2 Demonstrate deep knowledge of how students learn (physically, socially and intellectually) and the implications for teaching through undertaking research into inclusive teaching and learning practices. Knowledgeable
1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3, 3.1, 3.2, 3.3, 3.7, 4, 6.1, 6.4, 7.1, 7.2
3 Design and create teaching resources that incorporate and promote inclusive practices and diversity. Empowered
1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3, 3.1, 3.4, 4, 4.1, 6.4, 7, 7.1, 7.2
4 Justify your professional decisions to effectively engage diverse learners. Include strategies to support student well-being and safety, legislative requirements and policy Empowered
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3, 3.1, 3.3, 3.4, 4, 4.1, 6.3, 6.4, 7, 7.1, 7.2

* Competencies by Professional Body

CODE COMPETENCY
Australian Institute for Teaching and School Leadership
1 Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
3.7 Engage parents / carers in the educative process
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
6.1 Identify and plan professional learning needs
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements

Am I eligible to enrol in this course?

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

Pre-requisites

Enrolled in Program ED508, ED705, ED706 or ED707

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

During workshops throughout the course students will be given feedback on their progress through group and individual discussion activities.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Quiz/zes Individual 10%
1 x 30 mins
Refer to Format Online Test (Quiz)
All 2a Written Piece Individual 30%
2000 words
Refer to Format Online Assignment Submission with plagiarism check
All 2b Artefact - Creative Individual 30%
5-8mins multimedia presentation
Refer to Format Online Assignment Submission with plagiarism check
All 3 Creative Performance, and Written Piece Group 30%
2000 words
Refer to Format Online Assignment Submission with plagiarism check
All - Assessment Task 1:Presentation: Today’s Diverse Learners
Goal:
You will demonstrate your knowledge and understanding of the course topics .
Product: Quiz/zes
Format:
Submit: semester offering week 3; session 5 week prior to intensive. You will undertake one quiz in order to determine your depth of knowledge and understanding of classroom diversity
Criteria:
No. Learning Outcome assessed
1
Demonstrate knowledge of inclusive and ethical pedagogical practices to promote diversity, respect, and community cohesion amongst school students.
1
2
Demonstrate analysis of diversity and inclusion issues and practices within the classroom environment.
1
3
Demonstrate an understanding of strategies for promoting diverse and inclusive teaching practices.
1
All - Assessment Task 2a:Assignment: Response to a Scenario
Goal:
The goal of this task is to respond to a scenario evidencing knowledge and understanding about a range of diverse learners. Write a thoughtful response to a given scenario whilst professionally justifying your approaches and decisions to optimise learning for all students. Justify your personal pedagogy for diversity and your proposed interventions for the benefit of a diverse student cohort.
Product: Written Piece
Format:
You will be given a scenario that includes the details of a class of diverse learners of a specific year level in the school. The learners will have different learning needs based on gender, ethnicity, language, culture, religion and/or socio-economic backgrounds including Aboriginal and Torres Strait Islander backgrounds. You will respond to the scenario by applying it to one of your own teaching areas and draw upon your own personal pedagogy for diversity. Your response to this scenario will require you to apply knowledge and understanding of: child development, effective ways to identify diverse learning needs; strategies that can be used to improve student learning and participation; learning engagement to promote respectful behaviour; ways of enhancing student wellbeing and safety; strategies for working effectively, sensitively and confidentially with parents/carers and relevant communities; and your professional responsibility. You will also evaluate whether your approach has the potential to contribute to wellbeing, respect, tolerance, community cohesion and world peace.
Semester offering due week 6; Session offering TBA
Criteria:
No. Learning Outcome assessed
1
Seeing: Identifying diverse backgrounds
1 2
2
Listening: Interpret the effect on learning
1 2
3
Responding: Pedagogical approach
1 2 3
4
Justifying: Justification of strategies
1 2 3 4
5
Written communication skills and academic literacies including grammar, English expression, genre conventions, APA referencing conventions, and technical accuracy.
1 2 3 4
All - Assessment Task 2b:Teaching Strategy Scenario
Goal:
The goal of this task is to create a
multimedia presentation of a specific
teaching and learning experience
showcasing a chosen strategy to
demonstrate how you will differentiate for
your chosen learner in your chosen
context and key learning area.
Evaluate your approach by identifying the
benefits and limitations of your strategy in
terms of inclusive classroom practices.
Product: Artefact - Creative
Format:
The multi-media presentation will showcase a specific strategy for teaching and learning to support your chosen learner in your chosen context and key learning area.
Semester offering due week 8; Session offering TBA
Criteria:
No. Learning Outcome assessed
1
Responding: Pedagogical Approach
1 2 3
2
Alignment of Teaching Strategy
1 2 3 4
3
Implications for teaching practice
3 4
4
IT communication and presentation skills
1 2 3 4
All - Assessment Task 3:Diversity Teaching Script
Goal:
The goal of this task is to apply
your knowledge and
understanding of socio-cultural
determinants contributing to
student diversity to analyse and
critically evaluate differentiation
and inclusion in education.  In the
scripted dialogue scenario the role of the
graduate
teacher is to gain a greater
understanding through the use of
questioning to demonstrate understanding
of theoretical theories and frameworks to
support inclusive teaching and learning
practices. This is
demonstrated through a
professional dialogue scenario
and must adhere to professional
language.
Product: Creative Performance, and Written Piece
Format:
You will work in small groups to demonstrate your analysis of a situation through critical discussion within a scripted dialogue. Your dialogue should
demonstrate research into factors which impact on student learning and the implications for teachers in terms of promoting diversity, respect and community cohesion amongst
school students in Australia (noted in legislative requirements). You must consider differences in gender, ethnicity, language, culture (including Aboriginal and Torres Strait
Islander cultures), religion and/or socio-economic backgrounds. You must consider the physical, social and intellectual development of students and their well-being and safety.
Semester offering due week 10; Session offering TBA
Criteria:
No. Learning Outcome assessed
1
Knowledge of influence of socio-cultural determinants on learning needs of students
1 2
2
Critical analysis of arguments
1 3 4
3
Knowledge and understanding of inclusive and ethical practices and teaching strategies to support diversity and promote inclusion
1 4
4
Written communication skills and academic literacies including English expression, grammar, spelling, punctuation, genre conventions and APA referencing conventions
1 2 3 4

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. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.

Schedule

Period and Topic Activities
Module 1: Seeing and Listening to Learner Diversity
Legislation requirements
Understanding Sociocultural determinants impacting on the learning and teaching environment for learners:
 Aboriginal and Torres Strait Islander cultural diversity
 Multicultural, religious and linguistic diversity
 Socio-economic diversity
 Gender and familial diversity including domestic violence awareness
Module 2: Responding through Pedagogy to Promote Inclusion
Creating positive learning environments
 Differentiating curriculum, teaching, learning and assessment
 Motivation and engagement
 Education for peace – well-being, respect, tolerance and community cohesion
Module 3: Thinking about the Need for Equity in Education
School and teacher responsibility regarding equity, inclusivity and learning engagement for all students from a diverse range of backgrounds throughout their schooling.
Theoretical frameworks relating to diversity and inclusion
Impact on teaching philosophies and resulting practices
Collaborating and connecting to walk the talk

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
Recommended Whitton, D 2017 Teaching and Learning Strategies n/a Cambridge University Press
Recommended Eric H. Frangenheim 2018 Reflections on Classroom Thinking Strategies 11 Rodin Educational Consultancy

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. 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

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUSC

USC 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 SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUSC 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 studentwellbeing@usc.edu.au.

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 studentcentral@usc.edu.au.

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 studentwellbeing@usc.edu.au 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 AccessAbility@usc.edu.au 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
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

USC 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

  • In person:
    • USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • USC Gympie - Student Central, 71 Cartwright Road, Gympie
    • USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au