Course coordinator
Dr Holly Chen
Email is the best way to contact me.
Office: Social Sciences Building (Building 24), Room 610
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Through a focus on recent developments in research into building inclusive primary classroom environments, this course prepares preservice teachers for supporting the diverse learning needs of all students in their future classroom contexts in inclusive and responsive ways. Critical reflection on legislative requirements and teaching strategies that support participation and learning of students across the full range of abilities and backgrounds (linguistic, cultural, religious and socioeconomic) will be demonstrated, with the aim of applying this knowledge with creativity and initiative to establish challenging learning goals for all students. Specific approaches for managing inclusive primary classrooms will be taught. This course offers approaches for the use of student data and strategies for working with others to action personalised learning plans. At the same time, preservice teachers will have opportunities to build their capacity in their knowledge and pedagogical content knowledge in their subject specialisation area.
Australian classrooms are vibrant, diverse environments where students and teachers build learning communities based on a variety of backgrounds, gifts and talents. Inclusive education celebrates this diversity, in the philosophy, process and practice of welcoming, valuing and supporting the learning needs of all students. This course introduces preservice teachers to the skilled work of building inclusive primary classrooms, working from an informed research basis and an understanding of the legislative requirements of teaching in Australia. Specific approaches such as positive behaviour supports, Universal Design for Learning, and differentiated instruction will be taught.
This course is designed to develop knowledge and understanding around teaching and student diversity and aims to prepare preservice teachers for supporting the diverse learning needs of all students in their future classroom contexts. Practical skills in designing teaching programs and actioning personalised learning plans are developed along with approaches for working with others such as parents/carers, learning support assistants and specialist teachers.
In keeping with the program aim of producing skilled and reflective teacher practitioners, students will be encouraged to become lifelong learners, taking a 'teacher as researcher' approach to this course.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7515
Restrictions
Restricted to MTeach(Primary) students only.
Course contact
Course staff
Lecturer
Dr Holly Chen
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to prepare preservice primary teachers to meet the challenge of building inclusive classrooms. Through understanding of legislative requirements and strategies found to be effective for teaching primary curriculum areas, preservice teacher will learn how environments, curricula, and pedagogies can be designed and modified to support individuals' diverse needs. Knowledge of how school administrators, classroom teachers, support staff and parents can work together to support students with different needs will be developed.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Analyse recent developments in research into effectively teaching in inclusive primary classroom environments and the differentiation of teaching in ways that are responsive to the learning strengths and needs of students across the full range of abilities and that take account of the impact on learning of diverse backgrounds (e.g. linguistic, Indigenous, cultural, religious and socio-economic).
LO2.
Critically reflect on legislative requirements, system policies and processes, positive behaviour supports and teaching strategies that promote student wellbeing and safety, and support participation and learning of all students with a focus on those with disabilities.
LO3.
Plan challenging learning goals and effectively organise classroom activities for students of diverse backgrounds and across the full range of abilities using age-appropriate curriculum and evidence-based approaches to differentiated teaching strategies.
LO4.
Explain approaches for interpreting student data and strategies for working appropriately with others, including parents/carers, external professionals and community groups to action a personalised learning plan, modify teaching practices, and report to parents/carers.
LO5.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Assessment Task 1: Literature Review | 30% 2,000 words (±10% leeway) |
16/08/2024 2:00 pm |
| Paper/ Report/ Annotation, Presentation, Product/ Design, Reflection |
Assessment Task 2: Adjusted Learning Activity Development (Group Task)
|
30% 3,500 words (seven A4 pages max.) |
9/09/2024 8:00 am 13/09/2024 2:00 pm
9 Sept 8:00 - 11:00am (Oral presentation), 13 Sept 14:00 (Written) |
| Paper/ Report/ Annotation |
Assessment Task 3: Case Study Report: Response to Scenario
|
40% 3,000 words (six A4 pages max.) |
24/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Assessment Task 1: Literature Review
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 2,000 words (±10% leeway)
- Due date
16/08/2024 2:00 pm
- Learning outcomes
- L01, L03, L05
Task description
APST 1.3, 1.4, 1.5, 1.6, 4.1, 4.4
Length: 2,000 words (±10% leeway, including in-text references. References at the end are not counted in the word count)
Please ensure that you carefully read the Task Description and Marking Criteria (see the course Blackboard).
For this task, you will undertake a review of the available literature to investigate a learning need with respect to your specialisation area (that is, English/literacy, or Mathematics/numeracy) selected from the following five options:
- Language
- Social and emotional
- Learning challenges or attainment – enabling and extending
- Physical and sensory
- Race, ethnicity and culture
You will present your work as an academic essay. In preparation for submission of this task, you should undertake a literature search of the UQ library catalogue, and the listed course outline references.
In 2,000 words,
- include a brief introduction that informs the reader of the focus of the paper (stating your chosen area of need from the above, your specialisation teaching area, and a focused aspect of your chosen need if there is), summarise the salient research findings in the area and give some signposts.
- critically analyse the literature. (A literature review is more than a summary and it’s not an annotated bibliography. Critical analyse relevant literature, synthesise key ideas and identify conflicts or gaps in the literature.)
- provide implications and recommendations from your analysis of the literature for your teaching in the specialisation area to cater to the learning need.
- conclude with a brief summary of the key arguments for the reader once again. No new arguments.
- References (This list is not counted in the word count)
Use headings to guide the reader. No cover page is needed. Add word count at the top. Formatting: 2 cm margins, 11-point font, 1.5 line spacing.
Use of APA conventions
Use of inclusive language
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment Task 2: Adjusted Learning Activity Development (Group Task)
- Team or group-based
- Mode
- Oral, Written
- Category
- Paper/ Report/ Annotation, Presentation, Product/ Design, Reflection
- Weight
- 30% 3,500 words (seven A4 pages max.)
- Due date
9/09/2024 8:00 am
13/09/2024 2:00 pm
9 Sept 8:00 - 11:00am (Oral presentation), 13 Sept 14:00 (Written)
- Learning outcomes
- L01, L03, L04, L05
Task description
APST: 1.3, 1.4, 1.5, 1.6, 2.1, 2.5, 3.1, 3.2
Length: Oral component (in class): a presentation of 20 - 25 minutes maximum; Written component: seven pages maximum (proximately 3,500 words). References and Resources are not counted in the word count.
Please ensure that you carefully read the Task Description and Marking Criteria (see the course Blackboard).
In the first week, you will form a group of 4 (or 3) based on your specialisation area (that is, English/literacy, or Mathematics/numeracy) for preparing this task and making sure there are at least three different areas of needs addressed by your group members.
1. In this task (written component), using the principles of Universal Design for Learning, your group will plan a 40-minute lesson and assessment strategies for all for assessing what students know or are able to do as a result of the lesson. In addition to the general planning for all, your group will plan based on the learning needs (at least 3 areas of needs) your group members investigated for Task 1, indicating appropriate strategies and adjustments for teaching and assessing students with those needs, which would be probably included in a Personalised Learning Plan (PLP).
In this lesson, your group will plan a major learning activity to meet the learning needs of a range of students such as those with disability, from diverse backgrounds, including Indigenous learners, and with a range of abilities. The learning activity will be applicable to your specialisation area and based on the Australian Curriculum.
Include:
- A brief overview (no more than one A4 page): Explain the context of the lesson plan including subject, topic, learning goals/objectives that are informed by the content description(s), year level and the specific learning needs you have addressed and a discussion of relevant APST standards. This is to provide background for the lesson.
- A 40-minute plan for the lesson (in a format of your choice, three A4 pages maximum): This lesson plan should include clear sequences of the activity and the lesson, duration, resources (all resources including enabling and extending prompts), “differentiation for all” and “adjustments for the focused needs”, with a clear indication of the UDL features applied (guideline code and descriptor, e.g., 3.1 Activate or supply background knowledge). UDL design feature for:
o representation (present information and content in different ways)
o engagement (stimulate interest and motivation for learning)
o expression (differentiate ways that student show what they know or can do);
- Explanation and justification of adjustments designed to meet the learning needs you have investigated (two A4 pages maximum), based on evidence from academic and/or research literature.
- Reflection on group collaboration (no more than one A4 page): include (1) a task planner or a log of work contribution for planning and progress monitoring for the entire group that details contribution of each group member (a template will be provided on the Blackboard), and (2) a brief reflection on what your group has done well and why, and what your group would have done differently to improve.
- References
- Resources (it is optional to include Resources in the Appendix)
2. (Oral component) Prepare and delivery the main learning activity in class (pretending this is a primary classroom) in 20 minutes maximum. After the activity, explain the adjustments designed to meet the learning needs and conclude with question-and-answer from the audience in 5 minutes maximum.
Please provide the Lecturer a copy of your lesson plan and explanations and justifications of adjustments on the day that you present.
All group members must have an equal role and adequate contribution in the preparation of lesson plan and teaching presentation. A group mark will be given to the entire group. However, there may be an exception to the individual who has limited or no contribution (also known as free-riding). If your group is experiencing dysfunction, including free-riding by one or more members, it is your responsibility to bring this issue to the course coordinator promptly, who will then help to resolve the problem in a respectful and timely manner.
Use of APA conventions
Use of inclusive language
Submission guidelines
Include the names of your group members on the top and save the written component as a PDF. One member, on behalf of your group, will submit it to the assignment link on the Blackboard by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment Task 3: Case Study Report: Response to Scenario
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 3,000 words (six A4 pages max.)
- Due date
24/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
APST 1.5, 1.6, 3.7, 4.1, 4.3, 4.4, 5.4, 5.5, 7.2, 7.3, 7.4
Length: Proximately 3,000 words (Six A4 pages maximum, including in-text references. References at the end are not counted in the word count.)
Please ensure that you carefully read the Task Description and Marking Criteria (see the course Blackboard).
This is a culminating task where you will build on your understandings of building inclusive classrooms by document preparations for a meeting with parents.
Scenario:
The parents/carers of a student in your year 2 class have asked to meet with you to discuss how you will accommodate their child’s learning needs as specified in the Personalised Learning Plan (PLP)*.
In this task, you will document your preparation for the meeting, including the following:
1. A discussion of the relevant legislation and policy documents that are related to this case. (Three levels of legislation including choosing a jurisdiction where you plan to teach). Legislative and academic references should be included.
2. An indication of the assessment data and school/classroom records you would study prior to the meeting to provide background on the student’s progress. Acknowledge the sources where appropriate.
3. An overview of your study of the PLP provided (the PLP will be posted on the course Blackboard)*, including a plan for the teaching and assessment adjustments and behaviour support you would make in your program and to the classroom environment (as appropriate) to ensure effective learning and support inclusive student engagement in the classroom. Use evidence from literature to support your justifications on adjustments made.
4. An overview of your investigation of applicable professional support networks, such as disability associations and other community groups for extending your personal knowledge and practice. (In a table including the title/name, link, feature, utility and how you will use it)
5. A plan for the meeting
- Location, timing, seating arrangement, refreshments etc.
- Introductions – opportunity for parents to indicate what they wish to gain from the meeting
- How you will indicate to parents that you seek their input and advice and how you intend to collaborate with them through the year
- Information you will report to parents/carers that includes a description of the records you will keep of student learning and achievement together with an explanation of the purpose of keeping accurate and reliable records on student learning and achievement
- Explanation of learning adjustments applicable to your teaching year level in response to the student’s PLP
- Explanation of reasonable adjustments planned for assessment
- Explanation of your plan for the student’s wellbeing and safety, including positive behaviour support processes and classroom environment considerations
6. Follow up
- Keeping a record of the conversation
- Further meetings
7. References (not counted in the word count)
Use headings to guide the reader. In Sections 1-3, use formatting: 2 cm margins, 11-point font, 1.5 line spacing. It is suggested that you organise Sections 4-6 in table format and use formatting that suits the table format.
Use of APA conventions
Use of Inclusive Language
* Each year, a new PLP would be generated using the current model required by Education Queensland.
Hurdle requirements
Students must submit this task in order to pass the course. It is a critical task for accreditation.Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all or most of the basic requirements for the course. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy many of the basic requirements for the course. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements of the course. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies the basic requirements for the course and demonstrates sufficient quality of performance to be considered satisfactory or capable with respect to description and/or replication of ideas. Communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental ideas of the topics of the course, going beyond mere description or replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, and some use of analytical conventions of the discipline. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtle aspects of the topics, such as identifying and debating critical issues or problems, using analytical skills, applying ideas to practical situations, and offering insightful commentary, implication and conclusions. Uses a level, style and means of communication appropriate to the discipline and the audience. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates comprehensive and complex understanding and insight of the topics; and proficiency in all of the objectives for the course; very strongly analytical; critically evaluative; able to develop, justify and sustain arguments. Uses a level, style and means of communication of a superior quality and appropriate to the discipline and the audience. |
Additional course grading information
Determining final grades: All assessment tasks in this course will be provided a grade out of 7. At the conclusion of the semester, the weighted grades for each task will be added to obtain the overall grade as follows.
Example:
A student receives the following grades
Assessment task 1: 6 at 30% weighting
Assessment task 2: 5 at 30% weighting
Assessment task 3: 6 at 40% weighting
The final grade for this student taking into account the weighting of each assessment would be:
(0.30x6) + (0.30x5) + (0.40x6) = 1.8 + 1.5 + 2.4 = 5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Assignment submission
- Assessment Task 3 must be submitted in order to pass the course. This is a critical task for accreditation.
- Always keep a copy of assignments. Make sure that you submit it online successfully and keep the receipt of submission.
- There are no re-submissions of failing assignments in this course.
Assessment criteria
- The assessment schema involves the use of a criteria-based approach to assessment as required by the new assessment policy of The University of Queensland. Students are not assessed by reference to how other students have performed but by reference to grade standards.
- In this assessment schema, a description is given of the first 5 standards. Each standard represents a range of performance and assignments at a particular standard will not be identical. Trade-offs among the sub-criteria may mean that an individual case does not match the description exactly.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Lecture and Tutorial 1 - Module 1: Building an evidence base Course overview and embracing inclusion and challenges (APST 1.1, 1.2, 1.3, 1.4, 1.6, 3.7, 4.1, 4.2) Learning outcomes: L01, L02, L03, L05 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Lecture and Tutorial 2 - Module 2: Understanding the legislative context (APST 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 5.1, 7.2) Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Lecture and Tutorial 3 - Module 3(1): Building a teaching program Curriculum adaptations and inclusive teaching approaches (APST: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 5.1) Learning outcomes: L01, L03, L05 |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Lecture and Tutorial 4 - Module 3(2): Building a teaching program Positive behaviour support (APST: 1.2, 4.3, 4.4, 7.2) Learning outcomes: L01, L02, L03, L05 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Lecture and Tutorial 5 - Module 3(3): Building a teaching program Technologies for inclusion and supporting outstanding students and students with intellectual disabilities (APST: 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1) Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Lecture and Tutorial 6 - Module 3(4): Building a teaching program Supporting social and interpersonal development (APST: 1.1, 1.2, 1.5, 1.6, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3) Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Lecture and Tutorial 7 - Module 4(1): Contextualising knowledge of content and pedagogical content knowledge in subject specialisation areas Supporting diverse needs of literacy and numeracy (APST 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 4.1, 5.1, 5.2, 5.4, 5.5) Learning outcomes: L01, L03, L04, L05 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Lecture and Tutorial 8 - Module 4(2): Teaching for diversity (APST 1.1, 1.2, 1.3, 1.5, 1.6,2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.2, 3.4, 3.5, 4.1, 4.2, 5.1,6.2) Learning outcomes: L01, L02, L03, L05 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Lecture and Tutorial 9 - Module 5(1): Building a community of practice Working with parents/carers, specialist teachers and other professionals; using student data (APST 3.7, 4.3, 5.4, 5.5, 7.3, 7.4) Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 10 To Week 11 |
Practical |
Professional experience placement (No class) |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Lecture and Tutorial 10 - Module 5(2): Building a community of practice & class review Leading a meeting with parents; using community resources; class review (APST 3.7, 4.3, 5.4, 5.5, 7.3, 7.4) Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Lecture and Tutorial 11 - Assignment Support for Task 3 (APST 1.3; 1.4; 2.4) Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.