Learning and Teaching Contexts 2 (EDUC90584)
Graduate courseworkPoints: 6.25On Campus (Parkville)
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
Building on the work done in Learning & Teaching Contexts 1, participants will consider system and school-level responses to students’ needs in a context of equity, inclusion and social justice, with a focus on the role of policy in guiding teacher practice, curriculum design and professional relationships. They will investigate the process of change in schools, with a particular focus on creating the conditions for improvement in student outcomes.
This subject provides an opportunity for participants to develop a deep understanding of two key topics: Indigenous Education and Youth Transitions. Through exploration of the Indigenous Education topic, participants will develop a 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 as well as respect for Aboriginal and Torres Strait Island histories, cultures and languages, and the implications of this understanding for their own practice. Participants will also explore the nature of youth transitions in Australia, the patterns and trends of transition amongst different cohorts of students, and the implications for their schools.
Intended learning outcomes
On completion of this subject, participants should be able to:
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms;
- Demonstrate knowledge of key debates and theories concerning equity, social differences, and human rights and their relevance to educational practice and policy.
- Demonstrate an understanding of the factors that lead to improvement in students’ educational outcomes.
- 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
- Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
- Demonstrate knowledge of the school’s role in facilitating successful of young people from to school to further education, training and employment.
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Respond professionally to school-wide, community and system expectations;
- Understand the processes of social change in the context of equity and social justice;
- Engage actively with current research to strengthen and refine their professional understanding and practice;
- Critique and implement relevant system and school policies.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Policy Essay (1000 words), due March (50%);
- School Reflection Essay (1000 words), due June (50%)
Hurdle requirements:
- Participation in six online seminars (2 hours each), from February to June.
- This subject has a hurdle requirement of a minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- January
Principal coordinator Luke Mandouit Mode of delivery On Campus (Parkville) Contact hours 18 hours Total time commitment 75 hours Teaching period 9 January 2017 to 28 May 2017 Last self-enrol date 6 February 2017 Census date 17 February 2017 Last date to withdraw without fail 28 April 2017 Assessment period ends 23 June 2017 January contact information
Time commitment details
75 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
Last updated: 10 February 2024