Faculty of Education

Undergraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

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FacultyFaculty of Education
OfferedBerwick Second semester 2013 (Day)
Coordinator(s)Dr Penny Round


This unit is designed to respond to increasing student diversities in the classrooms based on student gender, race and disabilities within our classrooms. Students learn why and how inclusive classroom communities can be created. Students are supported to develop an inclusive disposition to student differences and a repertoire of inclusive pedagogies (eg cooperative learning, peer tutoring, team teaching) that support the learning outcomes of all students.


At the conclusion of this unit, students will be able to:

  • critically analyse their own professional practice to identify and address beliefs, attitudes and practices that exclude and disadvantage some students (based on their gender, race or learning abilities) from achieving academic success and learning outcome
  • recognise and value the range of differences (eg gender, race or disabilities) that impact on students' access to, participation in and learning outcomes at school
  • create a classroom community using positive and preventative strategies to minimise disruptive behaviour
  • appreciate the importance of developing productive relationships based on mutual respect and trust with others involved in student's academic and social development, eg parents and carers, social welfare workers, health professionals, community organisations and paraprofessional support workers
  • design units of work and class programs that support the academic achievement and learning outcomes of all students, including but not limited to:
    1. cooperative learning;
    2. peer tutoring;
    3. differentiated curriculum; and
    4. team teaching.


Reflective practice journal (2000 words, 50%)
Group presentation based on the efficacy of inclusive classroom strategies (2000 words equivalent, 50%)

Chief examiner(s)

Contact hours

12 hours per week (equivalent)