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Unit outline_

EDUF3023: Sport: Contemporary Educational Issues

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Understanding sport is central to understanding Australian culture and Australians' sense of who they are in the world. Sport is part of day-to-day discourse and a central part of Australian culture, yet receives comparatively little attention as an area of serious academic study at Australian universities. This unit of study therefore dissects the role played by youth sport and sport in Australian society from an historical and socio-cultural perspective. Youth sport in this unit encompasses physical education and school sport, organised community sport as well as any organised youth physical activity. This unit endeavours to place greater emphasis on theories that have emerged regarding youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes such as class, gender, age, ethnicity, sexuality, social identity, policy, politics, commercialism, nationalism, disability and racism. The unit is structured in a way to encourage the development of arguments and ideas through weekly responses and a research presentation. This unit of study is designed to encourage student-based multi-disciplinary inquiry as laid out by the Education III design. It is designed also to encourage students to become informed citizens and life-long learners.

Unit details and rules

Academic unit Education
Credit points 6
Prerequisites
? 
42 credit points of units
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Steve Georgakis, steve.georgakis@sydney.edu.au
Lecturer(s) Steve Georgakis, steve.georgakis@sydney.edu.au
Type Description Weight Due Length
Presentation group assignment Paired Presentations
Paired Presentation (25 minutes)
25% Multiple weeks
Due date: 01 Oct 2020 at 23:00

Closing date: 01 Oct 2020
750 words
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Research Archive Portfolio
Research archive portfolio
75% STUVAC
Due date: 01 Nov 2020 at 23:00

Closing date: 01 Nov 2020
3,750 words (four sections)
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7
group assignment = group assignment ?

Assessment summary

There are two assessment tasks which need to be attempted and passed. 

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

You addressed all criteria at the HD level, your work is of an exceptional standard 

Distinction

75 - 84

You addressed all the criteria at the D level, your work is of a very good level high standard

Credit

65 - 74

You addressed the criteria at the Credit level, your work is of a high standard. 

Pass

50 - 64

You addressed criteria at the Pass level, your work is of a good standard. 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Faculty of Social Science late penalties will apply.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Ongoing 19-24. Paired Presentation Online class (6 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 01 1. Introduction to unit, Unit of Study Overview, Assessment Online class (1 hr) LO1 LO2
2. Education (Ancient Greece) Online class (1 hr) LO3 LO4 LO5 LO6 LO7
3. Education (British Imperialism) Online class (1 hr) LO1 LO2
Week 02 4. Privileging of Australian Sport and links to Australian nationalism Online class (1 hr) LO2 LO3 LO4
5. From Captain Cook to Coronavirus: The Four Eras of Australian Sport Online class (1 hr) LO2 LO4 LO5
6. Australia's National: ANZAC Day and Australia Day Online class (1 hr) LO1 LO2 LO3 LO4
Week 03 7. The commercialisation of Australian sport - sport in the Deception Era Online class (1 hr) LO2 LO3 LO5
8. Commercialized Australia sport and its impact on youth Online class (1 hr) LO1 LO2 LO5 LO6
9. Media Sport: The Deception Era Online class (1 hr) LO1 LO5
Week 04 10. Minority and marginalized sport experiences (Disability and EAL/D) Online class (1 hr) LO1 LO2 LO4
11. Indigenous Sporting Perspectives Online class (1 hr) LO1 LO3 LO5
12. Colonialism and Black Lives Matters Online class (1 hr) LO1 LO2 LO3
13. Youth subcultures: the Australian beach; Surf lifesaving sports Online class (1 hr) LO1 LO2 LO3 LO4
Week 05 14. Gender identities and construction of femininity Online class (1 hr) LO1 LO2 LO3
15. The rise and consolidation of the women's national football competitions. Online class (1 hr) LO1 LO2 LO4
Week 06 16. Advertising (Alcohol, Junk Food, Sport Betting) Online class (1 hr) LO1 LO2 LO4
17. Politics and Sport: Chinese - Australian Sporting Competitions. Online class (1 hr) LO1 LO2 LO4
18. Post-Pandemic: Participation and Spectatorship Online class (1 hr) LO1 LO2 LO3

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required readings have been loaded onto Canvas. They are located in the relevant weekly modules. 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate an understanding of the role educational institutions played in the fostering of physical education and school sport
  • LO2. apply an understanding of the role played by various policy stakeholders, such as government and educational organisations, in the development and promotion of youth sport
  • LO3. critically analyse the relationship of sport to society and the construction of identities, especially in relation to age, class, gender, ethnicity, ability and sexuality
  • LO4. analyse the meanings given to sports by a range of cultural and/or population groups
  • LO5. critique your own understanding of the complex relationship between sport, nationalism, politics and policy
  • LO6. analyse research examining the influence of sociological factors on the way youth participate in and value participation in sport
  • LO7. communicate relevant knowledge, attitudes, skills and behaviours to others in written and oral forms.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1. Professional Knowledge: Standard 1 - Know students and how they learn
1.1. Physical, social and intellectual development and characteristics of students.
1.2. Understand how students learn.
2. Professional Knowledge: Standard 2 - Know the content and how to teach it
LO2
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
6. Professional Engagement: Standard 6 - Engage in professional learning
7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
LO3
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1. Professional Knowledge: Standard 1 - Know students and how they learn
1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
2. Professional Knowledge: Standard 2 - Know the content and how to teach it
3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
5.5. Report on student achievement
LO4
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1. Professional Knowledge: Standard 1 - Know students and how they learn
1.1. Physical, social and intellectual development and characteristics of students.
1.2. Understand how students learn.
1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2. Professional Knowledge: Standard 2 - Know the content and how to teach it
LO5
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1. Professional Knowledge: Standard 1 - Know students and how they learn
1.1. Physical, social and intellectual development and characteristics of students.
1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
2. Professional Knowledge: Standard 2 - Know the content and how to teach it
2.1. Content and teaching strategies of the teaching area
3.1. Establish challenging learning goals
3.3. Use teaching strategies
4.1. Support student participation
LO6
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1. Professional Knowledge: Standard 1 - Know students and how they learn
1.1. Physical, social and intellectual development and characteristics of students.
7.1. Meet professional ethics and responsibilities
7.2. Comply with legislative, administrative and organisational requirements
LO7
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4. Interpret student data
5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5. Report on student achievement
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -
Competency code Taught, Practiced or Assessed Competency standard
1.1.1 T P A (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1 T P A (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1 T P A (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1 T P A (Graduate) 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.
3.3.1 T P A (Graduate) Include a range of teaching strategies.
4.1.1 P A (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
7.1.1 T (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1 T (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
NESA Priority Area Elaborations -
Competency code Taught, Practiced or Assessed Competency standard
1-ATSI T A Priority Area One: Aboriginal and Torres Strait Islander Education
1a-ATSIPD.01 T P Structure: The relevant content may be incorporated into specific units/courses, as well as being taught across all years of the program and embedded within all curriculum areas. Aboriginal and Torres Strait Islander cultures, perspectives, histories and experiences are incorporated into areas of the curriculum which are not explicitly historical or sociological.
1a-ATSIPD.02 P T Resources: Staff members and external personnel responsible for the delivery of content have appropriate qualifications and/or knowledge in this area. Program documentation includes reference to the teaching and learning materials, knowledge and information source, and human and information resources provided to Teacher Education Students to support their learning in Focus Area 1.4.1 and 2.4.1. Resources are appropriately acknowledged, developed and/or endorsed by respected Aboriginal and/or Torres Strait Islander stakeholders, (e.g. those provided by AITSL such as the Respect, Relationships, Reconciliation resource (3Rs), the AITSL Illustrations of Practice and ACARA resources).
1b-ATSICO.01 A P the similarities and/or diversities of local Aboriginal and Torres Strait Islander knowledge and knowledge sources, spirituality, beliefs and values, and concepts of kinship and culturally sensitive issues
1b-ATSICO.04 A P T how media representations and personal histories and experiences shape and influence perceptions of and assumptions about Aboriginal and/or Torres Strait Islander Peoples and their community life
1b-ATSICO.05 P A what constitutes racism and anti-racism strategies, policies and legislation
1b-ATSICO.06 P T what it means to act in a culturally appropriate/inclusive way
1b-ATSICO.07 P A what cultural safety and inclusivity are
1b-ATSICO.08 P T A the skills and knowledge to engage with Aboriginal Peoples and Torres Strait Islander Peoples
1c-ATSIPEX.01 P T build effective relationships with Aboriginal and/or Torres Strait Islander learners
1c-ATSIPEX.02 A P T create a positive learning environment that engages Aboriginal and/or Torres Strait Islander learners effectively
1c-ATSIPEX.03 P demonstrate knowledge of and respect for Aboriginal and Torres Strait Islander cultures
1c-ATSIPEX.04 A make evident commitment to and devise strategies for implementing and nurturing the cultural safety, identity and diversity of learners
1c-ATSIPEX.05 T apply culturally inclusive practices in relation to curriculum, classroom teaching and assessment
1c-ATSIPEX.06 P T identify communication strategies to develop genuine inclusive educational partnerships with Aboriginal and/or Torres Strait Islander students, families and communities
1c-ATSIPEX.07 P A demonstrate their ability to provide learning opportunities that are culturally appropriate and responsive to all students’ needs
1c-ATSIPEX.08 A T record their reflections on how they recognise and acknowledge Aboriginal and/or Torres Strait Islander students in their classes, including those who may not identify, and respond appropriately and knowingly to the learning needs of these students
1c-ATSIPEX.09 P apply EALD (English as an additional language or dialect), including Aboriginal English methodologies and strategies into literacy programs
1c-ATSIPEX.10 P reflect on relevant international, national and local jurisdictional educational priorities and policies that impact on Aboriginal and Torres Strait Islander education
1c-ATSIPEX.11 A P include local Aboriginal and Torres Strait Islander perspectives and knowledges in their lessons across all curriculum areas
1c-ATSIPEX.12 P review the classroom and school environment and reflect on whether the curriculum is relevant, inclusive of Aboriginal and Torres Strait Islander cultures and whether Aboriginal and/or Torres Strait islander students can see themselves reflected in their schooling
1d-ATSIASS.01 A P demonstrate knowledge and understanding and commitment in relation to the importance of histories, cultures, contributions, perspectives, and reconciliation/recognition to contemporary Aboriginal Peoples and/or Torres Strait Islander Peoples and their communities
1d-ATSIASS.02 P demonstrate a sound knowledge of the many and varied Aboriginal and/or Torres Strait Islander languages and Language Groups
1d-ATSIASS.03 P A demonstrate their understanding about the impact of the above on the education of students from Aboriginal and/or Torres Strait Islander backgrounds
1d-ATSIASS.04 A P demonstrate respect for Aboriginal and Torres Strait Islander histories, cultures and languages
1d-ATSIASS.05 T P discuss the ways in which social justice, anti-racism and multicultural education have been conceptualised
1d-ATSIASS.06 P A T have the opportunity to consider the extent to which their gender, social class or cultural background has played a part in shaping them in specific ways to be a unique individual and the impact this has on their interactions with others
1d-ATSIASS.07 A P T reflect on what it means to be culturally competent, e.g. ‘Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences (rrr.edu.au)
2-CM.01 A Understanding of how effective teaching, including curriculum rigor, engagement, participation and inclusion, is a key factor in effective classroom management
2-CM.03 P T Understanding of anti-bullying strategies and how to identify and respond to bullying, including cyber bullying, in different contexts and cohorts
2-CM.04 P Ability to enact appropriate strategies that respond to the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
2-CM.05 A Ability to design and implement plans and strategies that can be used within classrooms and other school settings to facilitate a positive classroom climate. This should include conceptual frameworks that emphasise evidence-based practises and support a proactive approach to classroom management (e.g. Positive Behaviour Interventions and Supports (PBIS) or Response to Intervention (RTI)). These strategies could include (but not be limited to): a. the promotion of positive student behaviour and positive relationships within the classroom b. support of students with disability within the classroom and wider school settings, including practical strategies to facilitate the students’ success c. effective communication with parents/care-givers and communities d. intervention to manage disruptive student behaviour e. discipline/crisis/emergency response for disruptive student behavior
2-CM.06 P Ability to successfully manage student behaviour, as demonstrated within the professional experience component of the program
2-CM.07 A Ability to work with colleagues to develop and implement practical approaches to managing students with challenging behaviours in a whole-school context
2-CM.08 P A T Ability to develop strategies to minimise physical and emotional bullying, and to support students who have been victims of bullying and to respond to perpetrators
2-CM.09 P A T Understanding of key systemic policy documents and legislative requirements, resources, personnel and referral agencies that assist teachers to create effective learning environments and interpersonal relationships
2-CM.10 P T Awareness and understanding of the whole-school approach to student welfare/discipline policies and/or approaches to classroom and student management adopted by professional experience schools and the evidence on which these are based
3-ICT.01 T A P Understanding of the underlying social and pedagogical implications of ICT and their application to education
3-ICT.02 P A Knowledge of responsible and ethical use of digital information including in relation to plagiarism, copyright, censorship, bullying and privacy
3-ICT.03 A Understanding of innovative use of information and communication technologies in enhancing student learning
3-ICT.04 P A Understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking
3-ICT.05 A P Ability to select and evaluate ICT-based learning materials and software and integrate them into their teaching
3-ICT.06 P Ability to effectively employ ICT applications to support specific syllabus outcomes, content and processes
3-ICT.08 T A P Understanding of the collaborative and student led nature of effective ICT-mediated learning
3-ICT.09 A Understanding of the issues of appropriate access to, and verification of, information gained from a variety of sources including the Internet and other digital resources
3-ICT.10 T Ability to critically evaluate, retrieve, manipulate and manage the information from a range of digital sources including social media
3-ICT.11 P Understanding of the range of applications and adaptive technologies available to support students with disability
3-ICT.12 A Ability to construct and manipulate texts and images, create presentations and store and retrieve digital information for classroom and on-line learning
3-ICT.13 P Ability to use appropriate digital resources for student profiling and reporting, lesson preparation and class/faculty administration
3-ICT.14 P Ability to safely and effectively use ICT in online collaborative environments
4-LAN.02 P Understanding of the pervasive nature of literacy and numeracy and their role in everyday situations, and of the importance of home and community literacy and numeracy practices
4-LAN.03 A P Awareness that all students can be literate and numerate
4-LAN.04 A Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs
4-LAN.05 T Understanding of the explicit teaching of reading and writing, speaking and listening appropriate to their level and area of teaching
4-LAN.06 P A Sound knowledge of mathematics appropriate to their level and area of teaching
4-LAN.07 T P Knowledge of contemporary understandings of research evidence related to teaching reading, writing, speaking, listening and mathematics appropriate to their level and area of teaching
4-LAN.08 P T Knowledge of a range of resources to support students’ literacy and numeracy learning, appropriate to their level and area of teaching
4-LAN.09 A T Ability to identify the literacy and numeracy needs of students and understand a range of strategies to support those needs
4-LAN.10 P Ability to analyse the literacy and numeracy demands of the subjects and curriculum in their teaching areas
4-LAN.12 A Ability to develop units of work and teaching plans that embody a literacy and numeracy focus and incorporate the effective use of literacy and numeracy strategies and assessment tasks to inform teaching and the selection of subject matter
4-LAN.13 A Ability to analyse student work samples to identify areas of literacy and numeracy need
4-LAN.14 T P Ability to provide accurate written and oral feedback for students in relation to their literacy and numeracy development
4-LAN.15 P T Ability to develop specific strategies to cater for students requiring additional support
4-LAN.16 P Ability to interpret data (school-based and system) to make informed decisions about student literacy and numeracy needs in the context of their subject and in a broader whole school context
4-LAN.17 A T Ability to teach reading and writing, speaking and listening and mathematics appropriate to their level and area of teaching using approaches based on knowledge and evidence
4-LAN.19 P Where relevant, ability to sequence reading, writing and mathematical learning experiences appropriately
5-SWD.04 T Ability to identify individual learning needs and, with appropriate specialist support, apply strategies to address such needs in the school and classroom environment
5-SWD.06 A T Ability to use curriculum based assessment and monitoring procedures for identifying prior achievement and making differentiated assessment and learning decisions, including the reasonable adjustments required to enable students to meet curriculum outcomes
5-SWD.07 A Ability to plan, implement and evaluate programs in order to include the specific learning needs of students
5-SWD.08 T A Broad understanding of how programs and resources can meet specific learning needs of all students, including inclusive education practices, specialist support and government and community services
6-EALD.01 A Understanding of multiculturalism as a social policy response to cultural and linguistic diversity, and its influence on policy and legislation in the areas of migration, citizenship, anti-discrimination and human rights
6-EALD.02 P Understanding of current multicultural, anti-racism and ESL education policies, programs and services and their role in contributing to student outcomes and the equity and quality of school education
6-EALD.03 A Understanding of the concepts of culture, identity and cultural diversity with regard to education and the impact of cultural and linguistic factors on the performance of students in schools
6-EALD.04 A P Understanding of the impact of culture, cultural identity and diversity in schooling, specific culture and language learning needs of students and appropriate teaching strategies
6-EALD.05 A Knowledge of the cultural and language demands and biases of classroom resources and modified and used them appropriately
6-EALD.06 A P T Understanding of the strategies and issues in relation to the education of linguistic minority students including the nature and duration of second language and literacy learning; outcomes of schooling for different cultural/linguistic groups; ESL education; bilingual and community languages education
6-EALD.07 P Development of effective teaching and learning strategies for teaching second language learners in the context of the mainstream classroom and the range of key learning areas, and for working with ESL and Community Language teachers
6-EALD.08 A Ability to work collaboratively with specialist teachers and school community liaison personnel supporting students from culturally and linguistically diverse backgrounds and establish an inclusive and collaborative classroom culture
6-EALD.09 P Knowledge of Development of skills in applying culturally inclusive practices in relation to the curriculum, classroom teaching and assessment
6-EALD.10 T A P Development of strategies for the establishment of partnerships with parents and community for the education of students from culturally and linguistically diverse backgrounds
6-EALD.11 A P T Understanding of ethical issues related to education in a culturally and linguistically diverse society, and developed strategies in the areas of values education, civic and citizenship education, and the comparative study of religion

This section outlines changes made to this unit following staff and student reviews.

This is the first time I am teaching the entire unit of study. Assessment changes have been made related to student feedback received in semester 1 units of study. These were related to online learning.

There are 24 hours of synchoronistic teaching. This includes 18 hours of lecture / tutorial and 6 hours of presentations. There will also be 12 hours of a-synchronistic teaching. Students will have until the end of semester to complete these 12 hours. 

Additional costs

There are no additional costs.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

There are no work, health and safety requirements. Most students in this unit of study will take the unit of study using the online mode. 

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.