Course Coordinator:Tracey Sanderson (tsander2@usc.edu.au) School:School of Education and Tertiary Access
UniSC 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 usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
You will develop specialised knowledge about supporting learners with a range of abilities (physical, sensory, cognitive, language, social) through differentiated curriculum. You will investigate and interpret policies, legislation and research that influence classroom practices for individual learning needs. You will develop a deep understanding of pedagogies of equity and inclusivity. You will analyse concepts of gifted and talented, at risk, high support needs, disabilities, impairments, learning difficulties. This course includes a 25-day Supervised Professional Experience component.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – A blended learning approach is used to deliver this course. You are required to engage with online learning materials, associated activities and required/recommended course reading materials accessed through Canvas and using the required text. | 2hrs | Week 1 | 9 times |
Tutorial/Workshop 1 – You are expected to attend and participate in on-campus tutorials. | 2hrs | Week 1 | 10 times |
Placement – 25 days school placement. | 150hrs | Week 11 | Once Only |
Online | |||
Learning materials – A blended learning approach is used to deliver this course. You are required to engage with online learning materials, associated activities and required/recommended course reading materials accessed through Canvas and using the required text. | 2hrs | Week 1 | 9 times |
Tutorial/Workshop 1 – You are expected to attend and participate in scheduled Zoom tutorials. | 2hrs | Week 1 | 10 times |
Placement – 25 days school placement. | 150hrs | Week 11 | Once Only |
700 Level (Specialised)
12 units
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 | Critically reflect on your beliefs, values and understanding as a teacher working with a wide range of individual learner needs and how this relates to your interactions with students, and your teaching design, planning, assessment and pedagogy. |
Knowledgeable Ethical |
1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5, 5.1, 5.2, 5.3, 5.4 |
2 | Know and discuss the broad range of ethical and inclusive practices that support participation of all students in schools, including knowledge of legislation, policies and procedures. |
Empowered Ethical |
1, 1.1, 1.2, 1.3, 1.4, 1.5, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 7.1, 7.2 |
3 | Apply your knowledge, understanding and skills as a professional educator to interpret, implement, integrate and adapt learning for individual needs. |
Empowered Ethical |
5.3, 5.4, 6, 6.1, 6.2, 6.3, 6.4 |
4 | Identify and promote the importance of keeping accurate and reliable records to include in professional conversations with colleagues, parents/carers and the community to facilitate productive relationships with all stakeholders to achieve positive educational outcomes for individual students. |
Ethical Engaged |
6, 6.1, 6.2, 6.3, 6.4, 7, 7.1, 7.2, 7.3, 7.4 |
CODE | COMPETENCY |
Australian Institute for Teaching and School Leadership | |
1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
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. |
1.6 | Strategies to support full participation of students with disability: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
2 | PROFESSIONAL KNOWLEDGE: Know the content and how to teach it |
2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 | Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3 | PROFESSIONAL PRACTICE: Plan for and implement effective teaching and learning |
3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 | Use teaching strategies: Include a range of teaching strategies. |
3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
3.6 | Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
3.7 | Engage parents/carers in the educative process: Describe a broad range of strategies for involving parents/carers in the educative process. |
4 | PROFESSIONAL PRACTICE: Create and maintain supportive and safe learning environments |
4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 | Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions |
4.3 | Manage challenging behaviour: Demonstrate knowledge of practical approaches to manage challenging behaviour. |
4.4 | Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. |
4.5 | Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5 | PROFESSIONAL PRACTICE: Assess, provide feedback and report on student learning |
5.1 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 | Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
6 | PROFESSIONAL ENGAGEMENT: Engage in professional learning |
6.1 | Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 | Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers |
6.3 | Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
6.4 | Apply professional learning and improve student learning: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved 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. |
7.3 | Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
7.4 | Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
EDU795 and enrolled in Program ED707
Not applicable
EDU792
Not applicable
Limited Grading (PNP)
In week 3 of this course students will be given formative feedback on their understanding and implementation of the Code of Conduct during tutorials.
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 | Quiz/zes | Individual | 2 online quizzes and an in-class presentation |
Week 3 | Online Assignment Submission with plagiarism check and in class |
All | 2a | Oral and Written Piece | Individual | Lesson plan (1500 words) and an in-class peer review of the lesson plan |
Week 5 | In Class |
All | 2b | Oral and Written Piece | Individual | 10 minute (maximum) individual presentation. 2-page presentation summary |
Week 8 | Online Assignment Submission with plagiarism check and in class |
All | 3 | Placement performance | Individual | 25 days |
Refer to Format | SONIA |
All - Assessment Task 1:Professional Competencies | ||||||||||||||||
Goal: | This task enables you to demonstrate your evidence of compliance with Professional Competencies associated with the teaching profession, including, i) The Professional Code of Conduct; ii) LANTITE; iii) APST evidence. |
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Product: | Quiz/zes | |||||||||||||||
Format: | This assessment task has three distinct parts: Part One: Code of Conduct statement via quiz Part Two: LANTITE statement via quiz Part Three: Present your completed APST evidence to date and highlight areas requiring attention (on the template provided) accompanied with ideas to address evidence gaps (you will share your evidence with a peer during tutorial time and obtain peer feedback) Submitted by Week 3. |
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Criteria: |
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Generic Skills: | Communication, Collaboration |
All - Assessment Task 2a:Differentiated Lesson Plan and Evaluation | ||||||||||||||||
Goal: | The goal of this task is to develop a lesson plan (from mock data) which demonstrates your ability to differentiate for a range of diverse learner needs in your class. |
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Product: | Oral and Written Piece | |||||||||||||||
Format: | Prepare a 45-70 minute lesson plan in specialisation (using mock class data) that includes strategies for catering for individual learner needs. You must demonstrate your knowledge of research and legislation for individual learner needs by incorporating differentiated practices (eg learning goals, strategies, resources and assessment adjustments) for the full range of abilities (physical, social and intellectual), to cater for literacy and numeracy needs, and to manage challenging behaviours. Include PCK for your specialisation, and safe and ethical use of ICT resources for students, and consider the involvement of parents/carers in your planning. Embed appropriate types of feedback to students in the lesson. Your lesson plan must include an evaluation section at the bottom in which you justify the choices, differentiation and classroom management strategies you have used. In addition, you will include identification of your professional learning needs in regard to this course and APST 4.3, 6.1, 6.2, 6.37.1, 7.2, 7.3, 7.4. In Week 5 during tutorial time, your lesson plan will be peer assessed using a provided template and you will share this feedback with your peer. |
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Criteria: |
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Generic Skills: |
All - Assessment Task 2b:Professional Evaluation and Presentation:Student Learning Needs | ||||||||||||||||
Goal: | The goal of this task is to work collaboratively with colleagues to discuss, negotiate and formulate appropriate plans for action to support students with individual learning needs in a provided scenario. |
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Product: | Oral and Written Piece | |||||||||||||||
Format: | Submit: Week 8. Using the mock class data provided, you are required to make a presentation to the school's Student Support Team for consultation and collaboration on future support plans for your class. The presentation: You are to upload a 2-page written summary of the key points of your presentation to Canvas by Monday, 9 am, Week 8 and provide your tutor with a copy on the day of your presentation. Information should be referenced with current literature, legislation and learning theories. You will present your class to the Student Support Team (your tutorial class) in either Week 8 for feedback and suggestions on future action plans. |
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Criteria: |
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Generic Skills: | Communication, Collaboration, Problem solving |
All - Assessment Task 3:PEX Report | |||||||
Goal: | The goal of this task is to engage in learning and teaching experiences in schools related to one of your teaching areas. |
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Product: | Placement performance | ||||||
Format: | Submit: PEx Report: automatically added to SONIA at the completion of the placement. You will engage in 25 days of Supervised Professional Experience. During this time you will undertake teaching, observations and reflections of learning and engage with the school community to explore professional practice. During this professional experience, you will be focused on developing your ability to design learning experiences that support diverse learners and developing your skills at managing the learning of individuals, small groups and the class as a whole group. You will also develop strategies to involve parents and carers as appropriate. In addition, you will complete and share the Pre-service Teacher Professional Profile (located in your P Ex Handbook), have professional conversations and obtain feedback about your progress against the APST at the beginning and the end of your placement period. |
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Criteria: |
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Generic Skills: |
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.
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.
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 | Mervyn Hyde,Lorelai Carpenter,Shelley Dole | 2022 | Diversity, Inclusion and Engagement | (Third Edition) | Oxford University Press, USA |
Professional attire suitable for undertaking school-based Supervised Professional Experience will be required during the P Ex component of this course. You will need to have professional attire suitable to wear on twenty five days of supervised professional experience. You will need to access suitable transport to supervised professional experience venues for the duration of your supervised professional experience.
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.
Limited Graded Course: 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 UniSC. 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 are required to be passed for a student to successfully complete the course. Supplementary assessment is not available in courses using Limited Grades.
You must contact your Course Coordinator and provide the required documentation if you require an extension or alternate assessment.
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 safe@usc.edu.au.
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 studentwellbeing@usc.edu.au.
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.
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.
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.
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For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
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.