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Diverse and Inclusive Classrooms (Sec) (EDUC90902)
Graduate courseworkPoints: 6.25Not available in 2024
Overview
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This subject is for all Teacher Candidates in the Master of Teaching Secondary. 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 inherent within. Furthermore, candidates will gain knowledge and understanding of physical, social and intellectual development and characteristics of students and how they affect learning. Furthermore, this subject will explore teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic and religious background.
The subject will also examine the school and the classroom itself with their own dominant systems of values, ideologies and differing relationships of power and authority. Inter-personal relationships in schools and classrooms and with communities will also be examined and 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
On completion of this subject teacher candidates 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 4.1, 4.4)
- Build an understanding of the socio-cultural factors that shape students’ learning, their school experiences and educational outcomes (Graduate Standards 4.1)
- Demonstrate knowledge of practical strategies for creating rapport with students and supporting students' wellbeing and safety in the classroom (Graduate Standards 4.4)
- Demonstrate knowledge and understanding of teaching and learning strategies which are responsive to students’ physical, cultural, social, linguistic, religious and intellectual needs. (Graduate Standards 1.1, 1.2, 1.3, 2.3, 5.1)
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms (Graduate Standards 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: 23 April 2024
Eligibility and requirements
Prerequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90901 | Educational Foundations (Sec) | Not available in 2024 |
6.25 |
Corequisites
All teacher candidates:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90906 | Integrating Language & Clinical Practice | Not available in 2024 |
12.5 |
Full time teacher candidates:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90909 | Clinical Teaching Practice (Sec) 2 | Not available in 2024 |
12.5 |
Extended plan teacher candidates:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91011 | Clinical Teaching Practice (Sec) 2 Ext | Not available in 2024 |
12.5 |
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: 23 April 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Essay - Case Study
| Early in the teaching period | 40% |
Group task – Digital resource presentation (equivalent to 500 words)
| During the teaching period | 20% |
Clinical Praxis Exam (Student) individual oral report (20 minutes presentation and 10 minutes questions) (equivalent to 1000 words for this subject). This is a shared assessment with EDUC90906 Integrating Language and Clinical Practice (Sec)
| End of semester | 40% |
| Hurdle requirement: A minimum of 80% attendance at all scheduled seminars, tutorials and workshops | Throughout the teaching period | N/A |
Last updated: 23 April 2024
Dates & times
Not available in 2024
Time commitment details
85 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 23 April 2024
Further information
- Texts
Prescribed texts
A collection readings will be available online via the LMS
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 23 April 2024