Handbook home
Diverse and Inclusive Classrooms (EC&P) (EDUC90977)
Graduate courseworkPoints: 6.25On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
August
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
| Availability | August |
|---|---|
| Fees | Look up fees |
In this subject Teacher Candidates will explore research, theories, and strategies that are useful for examining diversity and inclusion in Australian school classrooms. Teacher Candidates will investigate ways in which schools reinforce and/or challenge the social norms. Furthermore, Candidates will gain knowledge and understanding of physical, social and intellectual development and characteristics of students and how they affect learning.
The subject will also explore the school and the classroom itself with their own dominant systems of values, ideologies and differing relationships of power and authority. Teacher Candidates will examine curriculum and legislative requirements that inform school policy and the development of systems and strategies that support student safety and wellbeing. Inter-personal relationships in schools, classrooms and school communities will also be examined. Teacher Candidates will identify the types of interactions that occur as well as what opportunities for learning and development arise. As part of this subject teacher candidates will understand strategies for working effectively, sensitively and confidentially with parents/carers.
Intended learning outcomes
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers
On completion of this subject teacher candidates should be able to:
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice, and legislative requirements (Graduate Standards 4.1, 4.4)
- Build an understanding of the socio-cultural factors that shape students' learning, their school experiences and educational outcomes (Graduate Standard 4.1)
- Demonstrate knowledge of practical strategies for creating rapport with students and supporting students' wellbeing and safety in the classroom (Graduate Standards: n/a)
- Demonstrate knowledge and understanding of students' physical, cultural, social, religious, linguistic and intellectual characteristics and backgrounds for learning and development (Graduate Standards 1.1, 1.2, 1.3)
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms (Graduate Standard 5.4)
Generic skills
- MTeach graduates will develop the following set of key transferable skills: • Clinical reasoning and thinking • Problem solving • Evidence based decision making • Creativity and innovation • Teamwork and professional collaboration • Learning to learn and metacognition • Responsiveness to a changing knowledge base • Reflection for continuous improvement • Linking theory and practice • Inquiry and research • Active and participatory citizenship
Last updated: 3 November 2022
Eligibility and requirements
Prerequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90895 | Educational Foundations (EC) | February (On Campus - Parkville) |
6.25 |
| EDUC90891 | Becoming a Clinical Practitioner (EC) |
Semester 2 (On Campus - Parkville)
Semester 1 (Early-Start) (On Campus - Parkville)
|
12.5 |
Please note that EDUC90988 should be taken concurrently with this subject (EDUC90977).
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: 3 November 2022
Assessment
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
| Description | Timing | Percentage |
|---|---|---|
Essay - case study
| Early-mid semester | 40% |
Group task – poster presentation (5 minutes per student)
| Mid semester | 20% |
Reflective essay
| End of semester | 40% |
| Hurdle requirement: Successful completion of all components of assessment is required to achieve an overall pass in the subject | N/A | |
| Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 3 November 2022
Dates & times
- August
Coordinator Sophie Rudolph Mode of delivery On Campus (Parkville) Contact hours 12 hours Total time commitment 85 hours Teaching period 3 August 2020 to 18 September 2020 Last self-enrol date 12 August 2020 Census date 31 August 2020 Last date to withdraw without fail 28 September 2020 Assessment period ends 19 October 2020 August contact information
Time commitment details
85 hours
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
A collection of readings will be available online via the LMS.
Last updated: 3 November 2022