EUN113 Inclusive Teaching for Diverse Learners
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN113 |
|---|---|
| Antirequisite(s): | EUN103, EUN109 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN113 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUN103, EUN109 |
| Coordinators: | Ronan Kelly | ronan.kelly@qut.edu.au Sofia Mavropoulou | sofia.mavropoulou@qut.edu.au |
Overview
Within the current policy and legislative context in Australia, teachers are required to respond to the needs of diverse learners and offer support through a multi-tiered response model, which integrates Quality Differentiated Teaching Practice and levels of adjustments for diverse groups of learners. The Australian Curriculum and The Early Years Learning Framework have been designed to enable flexible access for all learners. This unit will develop your understanding of the fundamental concepts underpinning international and national policy and legislation, and your ability to apply inclusive teaching strategies across all educational contexts, to cater for diversity, including learners for whom English is an Additional Language and/or Dialect (EAL/D), learners with disability and gifted and talented learners.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the characteristics of learners with disability, EAL/D learners, the challenges for these learners and barriers to inclusive learning for all learners (CLO1).
- Justify teaching practice decisions based on educational theory, research and legislation that respond to students from diverse backgrounds (CLO2).
- Apply inclusive strategies for social and academic inclusion, and models that respond to linguistic challenges and cultural bias to plan for inclusive learning environments for diverse learners (CLO3).
- Apply pedagogic strategies that respond to language demands and cultural biases to create inclusive learning environments for EAL/D learners
- Discuss strategies to ethically and respectfully engage with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds to support inclusive education (CLO7).
Content
This unit is comprised of two modules.
Content and learning activities in Module One include:
- fundamental concepts of inclusive education
- historical development of inclusive education
- policies and legislation relevant to inclusive education
- characteristics of learners diverse needs including those with disabilities and/or gifts and talents
- theory of the mutil-tiered system of support framework, connection to evidence-based practices and how to implement tier 1 in the classroom
- strategies for consultation and collaboration with students with disability, parents/carers, and colleagues to enhance inclusive education and involve them in the educative process.
- strategies for working effectively, sensitively and confidentially with parents/carers, external professionals and community representatives.
Content and learning activities in Module Two include:
- characteristics of EAL/D learners
- Cultural responsiveness to the diversity within classrooms and communities in Australia, valuing the perspectives of EAL/D students, including Aboriginal and Torres Strait Islander students;
- Second language acquisition and learning theories
- how learning an additional language differs from learning a first language
- the process that occurs in the brain during learner progression towards mastery of an additional language
- how knowledge and memory are drawn on in problem solving;
- A socio-cultural view of language that underpins the Australian Curriculum;
- Guiding EAL/D learning and curriculum frameworks/ documents;
- Ways of analysing regular content area materials and activities for language demands and cultural assumptions and how biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom;
- Indigenous pedagogies;
- Explicit teaching, modelling and scaffolding content learning in the curriculum areas for EAL/D learners and the research evidence that supports this - pedagogic strategies that work;
Additional TEEP learning outcomes
- how biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom and how these biases adversely impact specific groups.
- the research evidence that shows how practices outlined in the core content are highly effective for the vast majority of students, particularly those with additional needs or from disadvantaged backgrounds.
- the legislation, regulations, policies and obligations related to inclusion and support including international agreements (e.g. the UN Convention on Children’s Rights, 1989), and legal entitlements as defined by the Commonwealth Disability Discrimination Act 1992 and core educational policy such as the Disability Standards for Education, 2005, which state that students with disability should have the same opportunities and choices in their education as students without disability.
- the evidence-based approaches to cater for specific needs and disabilities that a teacher may encounter during their career, with a focus on needs with high prevalence in Australian classrooms. Content should be developed in collaboration with appropriate subject matter expertise from a range of disciplines – for example, linguistics, psychology, health, and education.
Some example learning activities you will participate in are:
Discussion with peers about the fundamental elements and theory of a multi-tiered system of support, how MTSS works in classroom settings including opportunities to observe its implementation, and the research showing the protective impact of high-quality Tier 1 instruction in reducing the need for further intervention.
Discussion with peers about the concept of positionality through critical self-inquiry, the importance of ongoing intercultural development and reflexivity, understanding and valuing cultural diversity in classrooms and communities including EAL/D and First Nations students, and how biases and assumptions about diverse groups affect classroom practices and student outcomes.
Discussion with peers about the effectiveness of core teaching practices for students with additional needs, the legal and policy frameworks supporting inclusion (e.g. Disability Discrimination Act 1992, Disability Standards for Education 2005), and evidence-based approaches for supporting high-prevalence disabilities in Australian classrooms, developed with input from disciplines such as linguistics, psychology, health, and education. This will include discussion of the following: De Bruin, K., KIllingly, C., & Graham, L. J. (2023). Multi-tiered systems of support: What are they, where did they come from, and what are the lessons for Australian schools? In L. J. Graham (Ed.), Inclusive Education for the 21st Century. Taylor & Francis. https://doi.org/10.4324/9781003350897-11
CC: 2.6, 2.6.1, 4.2, 4.2.3, 4.2.4, 4.4, 4.4.1, 4.4.2, 4.4.3
Learning Approaches
This unit will incorporate a range of teaching approaches for internal and online modes of study. It is designed to promote flexibility of learning and cater for the needs of individual learners. Teaching approaches will include a mix of pre-recorded lectures, tutorials, online teaching resources and discussion forums to support critical reflection and self-directed learning. Through formative assessment and peer review, learning activities will require you to critically reflect on presented material, to interpret, synthesise and analyse concepts from theory, research and practice, and to apply your learning in education contexts. You will be encouraged to discuss and reflect on your ideas and attitudes about inclusion and social justice in education systems and programs for diverse learners. The unit's QUT Canvas site and other online tools will be used to ensure that you have access to resources to support your learning.
Feedback on Learning and Assessment
Formative assessment and feedback will be provided through opportunity for reflection and discussion, peer and tutor feedback in tutorials and online.
Feedback on summative assessment will be provided through comments on criteria sheets of completed assignments.
Quality assurance of summative assessments will occur between the members of the teaching team to determine consistency of judgement.
Assessment
Overview
Assessment for this unit is both summative and formative.
There are two summative assessment items required to be completed in this unit. Summative assessment will occur through the delivery of a: 1) problem solving task and 2) a teaching resource critique for both internal and online students.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Scenario-based problem-solving task
For this assessment task, you are required to develop your Inclusive Education Strategy (IES) in response to scenarios from options provided during unit. You will use your knowledge of the fundamental concepts of inclusive education and legislation to identify barriers for students with disability in the scenario. You will apply the multi-tiered response model to support the academic and social inclusion of all learners in the scenario, including students with disability. You will also discuss approaches for consulting with students with disability and their parents/carers and for collaborating with colleagues to support inclusive education.
You will have a choice of modes for presenting your assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7
APST: 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 7.2, 7.3, 7.4
CC: 2.6, 4.4
Assessment: Teaching resource critique
You will critique a teaching resource in a learning area for use by EAL/D learners, including learners from Aboriginal and Torres Strait Islander backgrounds. This will involve analysing the language demands and cultural assumptions in the resource, and planning for explicit teaching, modelling and scaffolding practices. You will suggest appropriate and responsive teaching strategies to make the resource more accessible, comprehensible and culturally appropriate for a diversity of EAL/D learners. Specifically give consideration to the culture, cultural identity and linguistic backgrounds of Aboriginal and Torres Strait Islander students.
This is an authentic assessment because in the real world of teaching you are required to offer diverse learners a range of learning opportunities to facilitate their curriculum access and social inclusion. You will develop skills to achieve this through identifying opportunities to teach language alongside content, and in providing explicit teaching, modelling and scaffolding for learners who are developing proficiency in Standard Australian English (SAE).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Course learning outcomes: 1, 2, 3
APST: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 4.1, 5.1
CC: 2.2, 4.2
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed).(2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Additionally, QUT Readings related to unit content will be provided.
Other
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression: Foundation to Year 10.
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D overview and advice.
Commonwealth of Australia 2009, Being, belonging and becoming: the Early Years Learning Framework for Australia
Hammond, J., & Miller, J. (2015). Classrooms of possibility: Supporting at-risk EAL students. Newtown, NSW: PETAA
ACARA website
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task - Understand how students learn
Relates to: Problem Solving Task - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Problem Solving Task, Teaching resource critique - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Teaching resource critique - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Problem Solving Task, Teaching resource critique - Strategies to support full participation of students with disability
Relates to: Problem Solving Task
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource critique - Content selection and organisation
Relates to: Teaching resource critique - Curriculum, assessment and reporting
Relates to: Teaching resource critique - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Teaching resource critique
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Problem Solving Task - Plan, structure and sequence learning programs
Relates to: Teaching resource critique - Use teaching strategies
Relates to: Problem Solving Task, Teaching resource critique - Select and use resources
Relates to: Problem Solving Task, Teaching resource critique - Use effective classroom communication
Relates to: Problem Solving Task - Engage parents/carers in the educative process
Relates to: Problem Solving Task
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Problem Solving Task, Teaching resource critique - Manage challenging behaviour
Relates to: Problem Solving Task - Maintain student safety
Relates to: Problem Solving Task
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Teaching resource critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Problem Solving Task - Engage with the parents/carers
Relates to: Problem Solving Task - Engage with professional teaching networks and broader communities
Relates to: Problem Solving Task
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Problem Solving Task
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Problem Solving Task
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN113 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUN103, EUN109 |
Overview
Within the current policy and legislative context in Australia, teachers are required to respond to the needs of diverse learners and offer support through a multi-tiered response model, which integrates Quality Differentiated Teaching Practice and levels of adjustments for diverse groups of learners. The Australian Curriculum and The Early Years Learning Framework have been designed to enable flexible access for all learners. This unit will develop your understanding of the fundamental concepts underpinning international and national policy and legislation, and your ability to apply inclusive teaching strategies across all educational contexts, to cater for diversity, including learners for whom English is an Additional Language and/or Dialect (EAL/D), learners with disability and gifted and talented learners.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the characteristics of learners with disability, EAL/D learners, the challenges for these learners and barriers to inclusive learning for all learners (CLO1).
- Justify teaching practice decisions based on educational theory, research and legislation that respond to students from diverse backgrounds (CLO2).
- Apply inclusive strategies for social and academic inclusion, and models that respond to linguistic challenges and cultural bias to plan for inclusive learning environments for diverse learners (CLO3).
- Apply pedagogic strategies that respond to language demands and cultural biases to create inclusive learning environments for EAL/D learners
- Discuss strategies to ethically and respectfully engage with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds to support inclusive education (CLO7).
Content
This unit is comprised of two modules.
Content and learning activities in Module One include:
- fundamental concepts of inclusive education
- historical development of inclusive education
- policies and legislation relevant to inclusive education
- characteristics of learners diverse needs including those with disabilities and/or gifts and talents
- theory of the mutil-tiered system of support framework, connection to evidence-based practices and how to implement tier 1 in the classroom
- strategies for consultation and collaboration with students with disability, parents/carers, and colleagues to enhance inclusive education and involve them in the educative process.
- strategies for working effectively, sensitively and confidentially with parents/carers, external professionals and community representatives.
Content and learning activities in Module Two include:
- characteristics of EAL/D learners
- Cultural responsiveness to the diversity within classrooms and communities in Australia, valuing the perspectives of EAL/D students, including Aboriginal and Torres Strait Islander students;
- Second language acquisition and learning theories
- how learning an additional language differs from learning a first language
- the process that occurs in the brain during learner progression towards mastery of an additional language
- how knowledge and memory are drawn on in problem solving;
- A socio-cultural view of language that underpins the Australian Curriculum;
- Guiding EAL/D learning and curriculum frameworks/ documents;
- Ways of analysing regular content area materials and activities for language demands and cultural assumptions and how biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom;
- Indigenous pedagogies;
- Explicit teaching, modelling and scaffolding content learning in the curriculum areas for EAL/D learners and the research evidence that supports this - pedagogic strategies that work;
Additional TEEP learning outcomes
- how biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom and how these biases adversely impact specific groups.
- the research evidence that shows how practices outlined in the core content are highly effective for the vast majority of students, particularly those with additional needs or from disadvantaged backgrounds.
- the legislation, regulations, policies and obligations related to inclusion and support including international agreements (e.g. the UN Convention on Children’s Rights, 1989), and legal entitlements as defined by the Commonwealth Disability Discrimination Act 1992 and core educational policy such as the Disability Standards for Education, 2005, which state that students with disability should have the same opportunities and choices in their education as students without disability.
- the evidence-based approaches to cater for specific needs and disabilities that a teacher may encounter during their career, with a focus on needs with high prevalence in Australian classrooms. Content should be developed in collaboration with appropriate subject matter expertise from a range of disciplines – for example, linguistics, psychology, health, and education.
Some example learning activities you will participate in are:
Discussion with peers about the fundamental elements and theory of a multi-tiered system of support, how MTSS works in classroom settings including opportunities to observe its implementation, and the research showing the protective impact of high-quality Tier 1 instruction in reducing the need for further intervention.
Discussion with peers about the concept of positionality through critical self-inquiry, the importance of ongoing intercultural development and reflexivity, understanding and valuing cultural diversity in classrooms and communities including EAL/D and First Nations students, and how biases and assumptions about diverse groups affect classroom practices and student outcomes.
Discussion with peers about the effectiveness of core teaching practices for students with additional needs, the legal and policy frameworks supporting inclusion (e.g. Disability Discrimination Act 1992, Disability Standards for Education 2005), and evidence-based approaches for supporting high-prevalence disabilities in Australian classrooms, developed with input from disciplines such as linguistics, psychology, health, and education. This will include discussion of the following: De Bruin, K., KIllingly, C., & Graham, L. J. (2023). Multi-tiered systems of support: What are they, where did they come from, and what are the lessons for Australian schools? In L. J. Graham (Ed.), Inclusive Education for the 21st Century. Taylor & Francis. https://doi.org/10.4324/9781003350897-11
CC: 2.6, 2.6.1, 4.2, 4.2.3, 4.2.4, 4.4, 4.4.1, 4.4.2, 4.4.3
Learning Approaches
This unit will incorporate a range of teaching approaches for internal and online modes of study. It is designed to promote flexibility of learning and cater for the needs of individual learners. Teaching approaches will include a mix of pre-recorded lectures, tutorials, online teaching resources and discussion forums to support critical reflection and self-directed learning. Through formative assessment and peer review, learning activities will require you to critically reflect on presented material, to interpret, synthesise and analyse concepts from theory, research and practice, and to apply your learning in education contexts. You will be encouraged to discuss and reflect on your ideas and attitudes about inclusion and social justice in education systems and programs for diverse learners. The unit's QUT Canvas site and other online tools will be used to ensure that you have access to resources to support your learning.
Feedback on Learning and Assessment
Formative assessment and feedback will be provided through opportunity for reflection and discussion, peer and tutor feedback in tutorials and online.
Feedback on summative assessment will be provided through comments on criteria sheets of completed assignments.
Quality assurance of summative assessments will occur between the members of the teaching team to determine consistency of judgement.
Assessment
Overview
Assessment for this unit is both summative and formative.
There are two summative assessment items required to be completed in this unit. Summative assessment will occur through the delivery of a: 1) problem solving task and 2) a teaching resource critique for both internal and online students.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Scenario-based problem-solving task
For this assessment task, you are required to develop your Inclusive Education Strategy (IES) in response to scenarios from options provided during unit. You will use your knowledge of the fundamental concepts of inclusive education and legislation to identify barriers for students with disability in the scenario. You will apply the multi-tiered response model to support the academic and social inclusion of all learners in the scenario, including students with disability. You will also discuss approaches for consulting with students with disability and their parents/carers and for collaborating with colleagues to support inclusive education.
You will have a choice of modes for presenting your assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7
APST: 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 7.2, 7.3, 7.4
CC: 2.6, 4.4
Assessment: Teaching resource critique
You will critique a teaching resource in a learning area for use by EAL/D learners, including learners from Aboriginal and Torres Strait Islander backgrounds. This will involve analysing the language demands and cultural assumptions in the resource, and planning for explicit teaching, modelling and scaffolding practices. You will suggest appropriate and responsive teaching strategies to make the resource more accessible, comprehensible and culturally appropriate for a diversity of EAL/D learners. Specifically give consideration to the culture, cultural identity and linguistic backgrounds of Aboriginal and Torres Strait Islander students.
This is an authentic assessment because in the real world of teaching you are required to offer diverse learners a range of learning opportunities to facilitate their curriculum access and social inclusion. You will develop skills to achieve this through identifying opportunities to teach language alongside content, and in providing explicit teaching, modelling and scaffolding for learners who are developing proficiency in Standard Australian English (SAE).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Course learning outcomes: 1, 2, 3
APST: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 4.1, 5.1
CC: 2.2, 4.2
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed).(2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Additionally, QUT Readings related to unit content will be provided.
Other
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression: Foundation to Year 10.
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D overview and advice.
Commonwealth of Australia 2009, Being, belonging and becoming: the Early Years Learning Framework for Australia
Hammond, J., & Miller, J. (2015). Classrooms of possibility: Supporting at-risk EAL students. Newtown, NSW: PETAA
ACARA website
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task - Understand how students learn
Relates to: Problem Solving Task - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Problem Solving Task, Teaching resource critique - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Teaching resource critique - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Problem Solving Task, Teaching resource critique - Strategies to support full participation of students with disability
Relates to: Problem Solving Task
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource critique - Content selection and organisation
Relates to: Teaching resource critique - Curriculum, assessment and reporting
Relates to: Teaching resource critique - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Teaching resource critique
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Problem Solving Task - Plan, structure and sequence learning programs
Relates to: Teaching resource critique - Use teaching strategies
Relates to: Problem Solving Task, Teaching resource critique - Select and use resources
Relates to: Problem Solving Task, Teaching resource critique - Use effective classroom communication
Relates to: Problem Solving Task - Engage parents/carers in the educative process
Relates to: Problem Solving Task
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Problem Solving Task, Teaching resource critique - Manage challenging behaviour
Relates to: Problem Solving Task - Maintain student safety
Relates to: Problem Solving Task
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Teaching resource critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Problem Solving Task - Engage with the parents/carers
Relates to: Problem Solving Task - Engage with professional teaching networks and broader communities
Relates to: Problem Solving Task
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Problem Solving Task
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Problem Solving Task