Pre-requisites

CF501 Living in Christ
CF503 Introduction to the Bible
ED520 Developmental Learning and Pedagogies
ED521 Educational Decision Making
A combination of 3 units from the student’s Major and Minor

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Demonstrate knowledge of and review critically a range of teaching strategies that respond to individual differences, across the full range of abilities, interest, and learning profile (linguistic, cultural, religious and socio-economic backgrounds), to support inclusive student participation and engagement in the classroom

• Apply the principles and strategies for differentiating teaching and learning to meet the specific learning needs of students across the full range of abilities

• Use strategies, including a range of verbal and non-verbal communication strategies and ICT, to support student engagement, safety (physical, emotional and academic) and learner well-being within school and/or system, curriculum and legislative requirements

• Plan and reflect on practical approaches for the management of students’ behaviour and apply judgement in response to challenging student behaviours informed by Christian perspectives

• Critically review factors essential to establishing and managing effective learning environments that promote inclusive student participation and engagement, applying knowledge of the The Victorian Teaching Profession Code of Conduct and a Christian perspective to learning communities

• In the context of a placement apply knowledge of students and how they learn to observations and reflections

• In the context of a placement engage professionally, collaboratively and relationally with teachers, students, and parents/carers

• In the context of a placement demonstrate emerging knowledge of the Australian Professional Standards for Teachers at the Graduate level and The Victorian Teaching Profession Code of Conduct

Unit Description

This unit focuses on knowing and understanding your students and developing positive relationships as being foundational to creating effective, supportive and inclusive learning environments, and how strategies for supporting parents/carers’ engagement contribute to achieving this.

You will examine the ecology of the learning environment and critically engage with theory and research on best practice, as well as system, curriculum and legislative requirements and apply these and Christian perspectives in order to examine the role and responsibilities of teachers in creating an effective and inclusive learning environment. In this unit you will develop understanding of students at the class and individual level. You will examine variance among students, and teaching strategies that respond to the learning strengths and needs of diverse learners in order to support inclusive student participation and engagement, and create a safe, vibrant, challenging learning environment. The unit covers the principles and strategies for differentiating teaching in response to the learning needs of students with diverse abilities, including a range of communication strategies and relevant ICT.

The unit also focuses on understanding student behaviours, including behavioural theory and practices that promote desirable behaviours, as well as examining the influences on and triggers for challenging behaviours, and practical approaches to manage and respond to them. During the unit, you will develop a classroom management plan appropriate to the expected developmental stages and diverse needs of a group of students.

You will incorporate and synthesise these areas of focus to begin developing a personal philosophy of teaching. You will engage with the work of experts on diverse learners, teaching, differentiation and classroom management including Colin Marsh, Carol Tomlinson and Peter Senge, and Christian perspectives including the work of Harro van Brummelen and Donavan Graham.

Linked to this unit is School Observation B entailing a block of 5 days in a placement school during which you will focus on observing and reflecting on how teachers respond to students’ diversities and range of learning needs, manage students’ behaviour and support student safety and well-being to create supportive and inclusive learning environments. Through conversations with experienced teachers you will expand your knowledge of and reflect on strategies used create effective, supportive and inclusive learning environments. You will attend a preparation class prior to the placement and a debriefing class after completing the placement, both are on-campus classes.

Topics

• Classroom ecology – analysing the key elements
• Understanding student diversities and the need for inclusive practices to support student engagement and participation
• Making connections to school, system, curriculum and legislative requirements that underpin practice
• Understanding differentiation – principles and strategies
• Knowing the students and responding to student variance through differentiated practices, communication strategies and learning experiences
• Creating and managing safe and effective learning environments that support student well-being
• Classroom values, rights, responsibilities and rules
• Classroom routines and procedures
• Promoting positive behaviours and managing challenging behaviours
• Classroom management with ICT integration
• Designing safe and effective physical spaces
• Redefining understandings about our students and engaging parents/carers in building community
• Forming a philosophy of teaching and developing reflective practices
• School Observation B placement – observing students and experienced teachers

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Unit offerings

Face to face: Semester 2, 2025 and Semester 2, 2026 (Every Year, Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.