Pre-requisites

ED920 Developmental Learning and Pedagogies ED930 Classroom Management

Co-requisites

None.

Learning Outcomes

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

• Demonstrate knowledge and understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages and analyse sociological theory related to the impact of culture, cultural identity, linguistic backgrounds and contexts on the education and educational needs of Aboriginal and Torres Strait Islander students.

• Apply expert knowledge and judgement in relation to the strengths and learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds in order to plan teaching and verbal and non-verbal communication strategies that will support their engagement, learning, safety and well-being within school and/or system, curriculum and legislative requirements.

• Analyse and evaluate strategies for working effectively, sensitively and confidentially with parents/carers from diverse linguistic, cultural, religious and socioeconomic backgrounds and for involving them in the educative processes, demonstrating understanding of the purpose of keeping accurate and reliable records of student achievement and learning needs and of a range of strategies for reporting to students and parents/carers.

• Critically analyse the roles of external professionals, community representatives, literature and research, and other relevant and appropriate sources of professional learning for teachers, in extending professional knowledge and teaching practice with regard to catering for the learning needs of students from diverse backgrounds.

• Demonstrate intercultural competence by integrating ongoing self-reflection and reflexivity into teaching practice with a focus on understanding and valuing the cultural diversity of EAL/D and First Nations students in Australian classrooms and local communities.

• Critically reflect on positionality through engagement in self-inquiry demonstrating how this concept shapes professional teaching practice and academic writing, with particular attention to cultural diversity within Australian classrooms and local communities to understand and value the perspectives of diverse groups, including EAL/D and First Nations students.

• Apply the key principles described in the codes of ethics and conduct for the teaching profession.

Unit Description

Students will explore current research in order to understand and interpret the contexts and learning needs and strengths of children from diverse linguistic, cultural, religious and socioeconomic backgrounds, with a particular focus on those from an Aboriginal and Torres Strait Islander background. Preservice teachers will research the histories, cultures and languages of Aboriginal and Torres Strait Islanders. They will examine educational theory and a range of teaching and communication strategies to cater for children to support their learning, safety and well-being. The unit examines the role of educators to meet the diverse needs of their students The unit emphasises culturally responsive teaching by examining research on the positive effects of engaging with communities and families to improve student outcomes.The unit also examines the rationale for, and implications of ongoing professional learning in order to improve teaching practices and student learning outcomes.

The unit will cover the purposes of, and a range of strategies for involving and working effectively, sensitively and confidentially with parents/carers in the educative process, including reporting to them about their child’s progress, and the related importance and purpose of keeping accurate and reliable records of student achievements and learning needs.

The unit covers the role and implications of relevant legislative, administrative and organisational policies and processes required for teachers and how to interpret and apply them in practice. This unit also examines current professional identity and engagement, specifically addressing the codes of ethics and conduct for the teaching profession, duty of care and mandatory reporting, and their implications for practice.

By the end of the unit, preservice teachers will be able to evaluate their personal biases, demonstrate intercultural competence and apply a Biblical Christian worldview to develop inclusive and respectful teaching practices.

Topics

1. Diversity in the Classroom -

2. Addressing diverse student needs and the impact on teaching strategies.

3. The Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priorities

4. Understanding the concept of cultural safety and exploring practical examples of how to create culturally safe classroom contexts and environments. Including what constitutes racism, strategies, policies and legislation.

5. Engaging with First Nations communities and families for successful student outcomes by exploring research evidence on the benefits of such engagement, alongside best practices for fostering effective and respectful collaboration in schools.

6. Understanding the diversity within and across Aboriginal and Torres Strait Islander students’ histories, cultures and languages including covering content related to local First Nations contexts and developed in collaboration with local First Nations groups. a/ The impact of colonisation.

7. Working with the wider community and the Codes of Conduct and Ethics

8. Explore the concept of positionality and its impact on professional teaching practices and academic writing. Understand and value the perspectives of culturally diverse groups, including EAL/D and First Nations students, within Australian classrooms and local communities.

9. Critically evaluate the influence of personal biases and assumptions on classroom practices, and examine how a Biblical Christian worldview, grounded in love, justice, and the inherent worth of all people, can shape inclusive and respectful teaching practices.

Learning Experiences

1/ Critical Self-inquiry and Reflexive teaching practice
Read the AERO Cultural Safety practice guide.
Australian Education Research Organisation. (2024). Cultural safety. Retrieved from https://www.edresearch.edu.au/guides-resources/practice-guides/cultural-safety

Individually:
Reflect on personal experiences and backgrounds that may influence teaching practices.

Group Discussion:
In small groups, discuss the concept of positionality and share insights from the reading and how a Biblical Christina worldview can guide the development of inclusive practices. Discuss how personal biases and assumptions can impact classroom behaviors and attitudes.

Report Back to Class:
A member from each group to present a summary of insights on how to engage in critical self-inquiry and reflexive teaching practice on an ongoing basis.

2/ Class Discussion
Read the AERO Cultural Safety practice guide and other related articles and resources. Australian Education Research Organisation. (2025). Cultural safety. Retrieved from https://www.edresearch.edu.au/sites/default/files/2025-03/aero-practice-guide-cultural-safety-aa.pdf

Prompts:
- What are some common biases and assumptions teachers may have about different student groups (e.g., cultural, socio-economic, linguistic backgrounds)?;
- How do these biases influence classroom practices such as student participation, expectations, or treatment of students?
- How might these biases inadvertently affect the educational outcomes of specific groups of students?;
- Share examples from personal experience or case studies, highlighting how bias has impacted classroom dynamics.

Application:
Develop a practical action plan for addressing biases in your future classroom.
The plan should include:
- Specific strategies you will use to address biases in your classroom practices.
- Techniques for fostering inclusivity and ensuring all students feel valued and respected.
- Ways to engage with students from diverse backgrounds to understand their unique experiences and needs. Share your plan with a peer.

3/ Role-Playing: Parent Teacher Conference/Meeting
Read the AERO Practice Guide on Family Engagement.

Engaging with First Nations communities and families for successful student outcomes by exploring research evidence on the benefits of such engagement, alongside best practices for fostering effective and respectful collaboration in schools.

Instructions:
Divide the class into pairs, with one person playing the role of the teacher and the other playing the role of the parent.
Provide each pair with the previously discussed scenario: a parent-teacher meeting focusing on the student’s reading progress.
During the role-play, the pre-service teachers (playing the teacher) should:
- Practice positive, two-way communication by asking open-ended questions, actively listening, and responding respectfully.
- Provide light-touch updates on the child’s progress in reading, offering concise and meaningful feedback, and suggesting areas for improvement in a positive manner.
- Collaboratively discuss a plan with the parent to address the child’s learning needs, ensuring that the parent is engaged in the problem-solving and solution process.
- Peer Feedback on the strengths and areas of improvement on practice (role playing) as per the elements listed above.

4/ Topic 1: Understanding and Valuing cultural diversity in the Australian Classroom

i. Write a 300 word reflection on your cultural identity and how this might influence your assumptions about learners from different backgrounds.
ii. Community and classroom mapping
a. In pairs research the cultural demographics of a selected school or local community using census data, school profiles and local council reports
b. Identify First Nations language groups/traditional custodians of the area and the proportion of EAL/D learners in the local schools.
c. Present your findings to the class in a visual map/poster highlighting potential implications for inclusive teaching.

Research

Australian Education Research Organisation. (2024). Cultural responsiveness in education. Retrieved from https://www.edresearch.edu.au/sites/default/files/2024-05/cultural-responsiveness-in-education-aa.pdf
This research summary emphasises the importance of building relationships that cultivate trust, engagement, confidence, respect, and learning with First Nations students, their families, and communities. It posits that culturally safe learning environments are foundational to meeting the learning needs and aspirations of First Nations students.

The resource cited above also provides a comprehensive list of references, covering both foundational and contemporary research on community and family engagement to drive successful outcomes for First Nations students.

Australian Education Research Organisation. (2025). Family engagement. Retrieved from https://www.edresearch.edu.au/sites/default/files/2025-03/aero-practice-guide-family-engagement-aa.pdf
This reading (practice guide) outlines strategies for engaging with families to support student learning, including establishing and maintaining trusting and respectful partnerships, providing safe spaces for communication, and fostering two-way, positive communication. It highlights that family engagement has a positive impact on student learning outcomes.

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Unit offerings

Face to face: (Demand based)

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.