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January - Dual-Delivery
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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:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice (Graduate Standards 1.3, 1.4, 4.1, 4.4)
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms (Graduate Standards 1.1, 1.3, 7.1)
- Demonstrate knowledge of key debates and theories concerning equity, social differences, and human rights and their relevance to educational practice and policy.(Graduate Standards 1.1, 1.2, 1.3, 4.1, 4.4)
- Demonstrate an understanding of the factors that lead to improvement in students' educational outcomes. (Graduate Standards 1.2, 1.3, 1.5)
- 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 (Graduate Standards 2.4, 2.5)
- Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (Graduate Standards 2.4)
- Demonstrate knowledge of the school's role in facilitating successful of young people from to school to further education, training and employment(Graduate Standards 3.6, 6.4)
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: 29 July 2022