Pre-requisites

ED920 Developmental Learning and Pedagogies
ED921 Ecology and Management of Learning Environments (not offered until Sem 2)

Co-requisites

None.

Learning Outcomes

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

• Critically analyse and demonstrate understanding of relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

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

• Critically apply reflexive practice on their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scriptures and broader vocation.

• 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.

• 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.

• 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.

• 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.

• Critically analyse their role as an educator in meeting the learning and educational needs of students from diverse backgrounds, and the rationale for continued professional learning for improving teaching practices and student learning.

Unit Description

Students will explore current developments in sociological theory 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. Students 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 these children when in learning environments to support their learning, safety and well-being. The unit examines the role of educators to meet the diverse needs of their students, including a Christian perspective. 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.

Topics

• Diversity in the Classroom - reading and discussing various articles: e.g. Dinham 2008, Richards, Brown, and Forde 2007
• Addressing diverse student needs
• Teaching Strategies in response to diversity
• Understanding Aboriginal and Torres Strait Islander students’ histories, cultures and languages
• Working with the wider community and the Codes of Conduct and Ethics

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Unit offerings

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.