edu5bcl building inclusive communities of learners
BUILDING INCLUSIVE COMMUNITIES OF LEARNERS
EDU5BCL
2020
Credit points: 15
Subject outline
This subject is focused on contextual understanding of student diversity and the pedagogy of inclusion in contemporary Australian schools. Pre-service teachers# will build capacity to critically engage with current theoretical and policy discourses on diversity and access to education; design engaging, and innovative approaches to catering for the individual needs of all students; and work towards creating cohesive and productive communities of learners. The subject consists of six online modules and three interactive online webinars scaffolding assessment tasks 1 and 2.
SchoolEducation (Pre 2022)
Credit points15
Subject Co-ordinatorKate O'Connor
Available to Study Abroad/Exchange StudentsYes
Subject year levelYear Level 5 - Masters
Available as ElectiveNo
Learning ActivitiesN/A
Capstone subjectNo
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Quota Management StrategyN/A
Quota-conditions or rulesN/A
Special conditionsN/A
Minimum credit point requirementN/A
Assumed knowledgeN/A
Learning resources
Integration of the K-12 LGBTQI student population in school counselor education curricula: The current state of affairs.
Resource TypeBook
Resource RequirementRecommended
AuthorLuke, M., Goodrich, K. M., & Scarborough, J. L.
Year2011
Edition/VolumeN/A
PublisherJournal of LGBT Issues in Counseling, 5(2), 80-101.
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Cultural diversity and education
Resource TypeBook
Resource RequirementRecommended
AuthorBanks, J. A.
Year2015
Edition/VolumeN/A
PublisherRoutledge
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Education for inclusion and diversity
Resource TypeBook
Resource RequirementRecommended
AuthorAshman, A.
Year2014
Edition/VolumeN/A
PublisherPearson Australia
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Teaching for diversity and social justice.
Resource TypeBook
Resource RequirementRecommended
AuthorAdams, M., & Bell, L. A.
Year2016
Edition/VolumeN/A
PublisherRoutledge
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
The irregular school: Exclusion, schooling and inclusive education
Resource TypeBook
Resource RequirementRecommended
AuthorSlee, R.
Year2011
Edition/VolumeN/A
PublisherTaylor & Francis
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Responding to diversity in schools: An inquiry-based approach
Resource TypeBook
Resource RequirementRecommended
AuthorMiles, S., & Ainscow, M.
Year2010
Edition/VolumeN/A
PublisherRoutledge.
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Inclusion in Action
Resource TypeBook
Resource RequirementRecommended
AuthorForeman, P.
Year2014
Edition/VolumeN/A
PublisherCengage Learning Australia
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Aboriginal and Torres Strait Islander studies in the classroom. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession
Resource TypeBook
Resource RequirementRecommended
AuthorPrice, K.
Year2013
Edition/VolumeN/A
PublisherN/A
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Engaging the disengaged: Inclusive approaches to teaching the least advantaged
Resource TypeBook
Resource RequirementRecommended
AuthorMcKenna, T., Cacciattolo, M., & Vicars, M.
Year2013
Edition/VolumeN/A
PublisherCambridge University Press.
ISBNN/A
Chapter/article titleN/A
Chapter/issueN/A
URLN/A
Other descriptionN/A
Source locationN/A
Career Ready
Career-focusedNo
Work-based learningNo
Self sourced or Uni sourcedN/A
Entire subject or partial subjectN/A
Total hours/days requiredN/A
Location of WBL activity (region)N/A
WBL addtional requirementsN/A
Graduate capabilities & intended learning outcomes
Graduate Capabilities
Intended Learning Outcomes
Subject options
Select to view your study options…
Albury-Wodonga, 2020, Week 06-24, Blended
Overview
Online enrolmentNo
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorKate O'Connor
Class requirements
Lecture/WorkshopWeek: 7 - 9
One 8.00 hours lecture/workshop per study period on weekdays during the day from week 7 to week 9 and delivered via face-to-face.
This is for Nexus students only. All nexus students are required to attend the Melbourne Campus for this intensive program
Unscheduled Online ClassWeek: 6 - 24
One 3.00 hours unscheduled online class per week on any day including weekend during the day from week 6 to week 24 and delivered via online.
Assessments
| Assessment element | Category | Contribution | Hurdle | % | ILO* |
|---|---|---|---|---|---|
Concept map and essay (Approx 1000 words) | N/A | N/A | No | 20 | SILO1, SILO2, SILO4 |
A critical examination of an Indigenous Education Policy with a proposal for change (1500 words). | N/A | N/A | No | 30 | SILO2, SILO3 |
Diverse and Inclusive Classroom: Reflective Portfolio (2500 words) | N/A | N/A | No | 50 | SILO1, SILO3, SILO4 |
Bendigo, 2020, Week 06-24, Blended
Overview
Online enrolmentNo
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorKate O'Connor
Class requirements
Lecture/WorkshopWeek: 7 - 9
One 8.00 hours lecture/workshop per study period on weekdays during the day from week 7 to week 9 and delivered via face-to-face.
This is for Nexus students only. All nexus students are required to attend the Melbourne Campus for this intensive program
Unscheduled Online ClassWeek: 6 - 24
One 3.00 hours unscheduled online class per week on any day including weekend during the day from week 6 to week 24 and delivered via online.
Assessments
| Assessment element | Category | Contribution | Hurdle | % | ILO* |
|---|---|---|---|---|---|
Concept map and essay (Approx 1000 words) | N/A | N/A | No | 20 | SILO1, SILO2, SILO4 |
A critical examination of an Indigenous Education Policy with a proposal for change (1500 words). | N/A | N/A | No | 30 | SILO2, SILO3 |
Diverse and Inclusive Classroom: Reflective Portfolio (2500 words) | N/A | N/A | No | 50 | SILO1, SILO3, SILO4 |
Melbourne (Bundoora), 2020, Week 06-24, Blended
Overview
Online enrolmentNo
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorKate O'Connor
Class requirements
Lecture/WorkshopWeek: 7 - 9
One 8.00 hours lecture/workshop per study period on weekdays during the day from week 7 to week 9 and delivered via face-to-face.
This is for Nexus students only. All nexus students are required to attend the Melbourne Campus for this intensive program
Unscheduled Online ClassWeek: 6 - 24
One 3.00 hours unscheduled online class per week on any day including weekend during the day from week 6 to week 24 and delivered via online.
Assessments
| Assessment element | Category | Contribution | Hurdle | % | ILO* |
|---|---|---|---|---|---|
Concept map and essay (Approx 1000 words) | N/A | N/A | No | 20 | SILO1, SILO2, SILO4 |
A critical examination of an Indigenous Education Policy with a proposal for change (1500 words). | N/A | N/A | No | 30 | SILO2, SILO3 |
Diverse and Inclusive Classroom: Reflective Portfolio (2500 words) | N/A | N/A | No | 50 | SILO1, SILO3, SILO4 |
Albury-Wodonga, 2020, Week 09-21, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorKate O'Connor
Class requirements
LectureWeek: 9 - 9
One 1.50 hour lecture per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
LectureWeek: 9 - 9
One 1.00 hour lecture per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
Scheduled Online ClassWeek: 9 - 21
Six 1.00 hour scheduled online class per study period on weekdays during the day from week 9 to week 21 and delivered via online.
Unscheduled Online ClassWeek: 10 - 21
One 4.00 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 21 and delivered via online.
WorkShopWeek: 9 - 9
One 5.00 hours workshop per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
Assessments
| Assessment element | Category | Contribution | Hurdle | % | ILO* |
|---|---|---|---|---|---|
Concept map and essay (Approx 1000 words) | N/A | N/A | No | 20 | SILO1, SILO2, SILO4 |
A critical examination of an Indigenous Education Policy with a proposal for change (1500 words). | N/A | N/A | No | 30 | SILO2, SILO3 |
Diverse and Inclusive Classroom: Reflective Portfolio (2500 words) | N/A | N/A | No | 50 | SILO1, SILO3, SILO4 |
Bendigo, 2020, Week 09-21, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorKate O'Connor
Class requirements
LectureWeek: 9 - 9
One 1.50 hour lecture per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
LectureWeek: 9 - 9
One 1.00 hour lecture per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
Scheduled Online ClassWeek: 9 - 21
Six 1.00 hour scheduled online class per study period on weekdays during the day from week 9 to week 21 and delivered via online.
Unscheduled Online ClassWeek: 10 - 21
One 4.00 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 21 and delivered via online.
WorkShopWeek: 9 - 9
One 5.00 hours workshop per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
Assessments
| Assessment element | Category | Contribution | Hurdle | % | ILO* |
|---|---|---|---|---|---|
Concept map and essay (Approx 1000 words) | N/A | N/A | No | 20 | SILO1, SILO2, SILO4 |
A critical examination of an Indigenous Education Policy with a proposal for change (1500 words). | N/A | N/A | No | 30 | SILO2, SILO3 |
Diverse and Inclusive Classroom: Reflective Portfolio (2500 words) | N/A | N/A | No | 50 | SILO1, SILO3, SILO4 |
Melbourne (Bundoora), 2020, Week 09-21, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorKate O'Connor
Class requirements
LectureWeek: 9 - 9
One 1.50 hour lecture per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
LectureWeek: 9 - 9
One 1.00 hour lecture per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
Scheduled Online ClassWeek: 9 - 21
Six 1.00 hour scheduled online class per study period on weekdays during the day from week 9 to week 21 and delivered via online.
Unscheduled Online ClassWeek: 10 - 21
One 4.00 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 21 and delivered via online.
WorkShopWeek: 9 - 9
One 5.00 hours workshop per study period on weekdays during the day from week 9 to week 9 and delivered via face-to-face.
The intensive component of this subject will be delivered at the Bundoora campus only. Classes will be held on 25/2.
Assessments
| Assessment element | Category | Contribution | Hurdle | % | ILO* |
|---|---|---|---|---|---|
Concept map and essay (Approx 1000 words) | N/A | N/A | No | 20 | SILO1, SILO2, SILO4 |
A critical examination of an Indigenous Education Policy with a proposal for change (1500 words). | N/A | N/A | No | 30 | SILO2, SILO3 |
Diverse and Inclusive Classroom: Reflective Portfolio (2500 words) | N/A | N/A | No | 50 | SILO1, SILO3, SILO4 |