Faculty of Education

Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2015 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.

print version

6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Penny Round


This unit develops students' understanding of how they can respond to increasing student diversity in classrooms based on student gender, race, socio-economic factors, students with English as an additional language and a range of ability needs including gifted and talented and special needs. 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, e.g. cooperative learning, peer tutoring, team teaching and differentiated approaches, that support the learning outcomes of all students.


Upon successful completion of this unit students should be able to:

  1. 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 outcomes
  2. recognise and value the range of differences, e.g. gender, race or disabilities, that impact on students' access to, participation in and learning outcomes at school
  3. create a classroom community using positive and preventative strategies to minimise disruptive behaviour
  4. appreciate the importance of developing productive relationships based on mutual respect and trust with others involved in student's academic and social development, e.g. parents and carers, social welfare workers, health professionals, community organisations and paraprofessional support workers
  5. design units of work and class programs that support the academic achievement and learning outcomes of all students, including but not limited to cooperative learning, peer tutoring, differentiated curriculum and team teaching.


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

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week comprising of lectures, tutorials and online activities

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study