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Diverse and Inclusive Classrooms (EC&P) (EDUC90977)
Graduate courseworkPoints: 6.25Online
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
November
Overview
Availability | February - Online November - Online |
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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: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90895 | Educational Foundations (EC) | February (Online) |
6.25 |
EDUC90891 | Becoming a Clinical Practitioner (EC) |
Semester 2 (Dual-Delivery - Parkville)
February (Online)
|
12.5 |
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
Description | Timing | Percentage |
---|---|---|
Group task (electronic and oral presentation). Students will each present for approximately 2-3 minutes and complete part of the written element of the electronic presentation (e.g. PowerPoint, Padlet). Equivalent to 625 words per student, inclusive of written and oral components.
| Mid semester | 25% |
Essay: a case study of policy and research on an area of diversity in schooling
| 3 Weeks after the end of teaching | 75% |
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February - Online
Coordinator Sophie Rudolph Mode of delivery Online Contact hours 12 hours Total time commitment 85 hours Teaching period 2 February 2021 to 10 February 2021 Last self-enrol date 3 February 2021 Census date 19 February 2021 Last date to withdraw without fail 12 March 2021 Assessment period ends 23 March 2021 February contact information
- November - Online
Principal coordinator Bonita Cabiles Mode of delivery Online Contact hours Total time commitment 85 hours Teaching period 8 November 2021 to 19 November 2021 Last self-enrol date 10 November 2021 Census date 3 December 2021 Last date to withdraw without fail 21 January 2021 Assessment period ends 28 February 2022 November contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
A collection of readings will be available online via the LMS.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary)
Last updated: 10 February 2024