From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
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Semester 2 - Dual-Delivery
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Learning in Australian early childhood environments requires understanding of our relational selves on Country and our diversity. This subject considers a range of theories and perspectives to explore constructions of development, diversity, inclusion and belonging in early childhood contexts, to support the development of children’s strong sense of identity.
This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. Policies and frameworks require teachers to recognise and respond to barriers to children/young people achieving educational success. Teacher Candidates will explore ways to challenge practices that contribute to inequities and make curriculum decisions that promote inclusion and participation of all children/young people from various Aboriginal and Islander, racialised, linguistic, ethnic, cultural, LGBTQI+, gender, socio-economic, religious backgrounds. Teacher Candidates will also develop skills and knowledge to identify and implement support, intentional teaching strategies or intervention that is required to support children’s learning.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Articulate broad knowledge and understanding of children/young people's learning and political development from Indigenous perspectives and culturally diverse communities.
- Analyse contemporary educational debates, drawing on relevant research literature regarding equality, diversity and inclusion.
- Critically reflect on research into how children/young people respond to diversity and build an understanding of fairness and implications for making curriculum decisions that promote the participation of all children/young people from multiple Aboriginal and Islander, racialised, linguistic, ethnic, cultural, LGBTQI+, gender, socio-economic, religious backgrounds.
- Substantiate a deep understanding of the role of the teacher in advocating for equitable educational opportunities for children/young people.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- 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.
- Ethical and intercultural understanding.
Last updated: 31 July 2022