This unit focuses on instructional inclusion and designing quality educational opportunities for all learners both in special settings and the inclusive classroom within the framework of the Australian Curriculum and state curriculum policies. The process of planning and implementing individual education programs (IEPs) that will influence pedagogy and determine necessary curriculum adjustments is explored for students with additional learning and support needs. Participants are required to demonstrate their understanding of assessment for learning and implementing teaching strategies that are rigorous, meaningful and dignified. This unit seeks to highlight the importance of instructional inclusion.
- Australian Curriculum and state curriculum policies
- Purpose of assessment
- Programming and Designing an Individual Education Plan (IEP)
- Instructional inclusion – Curriculum adjustments
- Preparation for key transition points
- Catering for students with High support needs
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||Demonstrate their understanding of the Australian Curriculum and state curriculum policies when designing teaching programs for students with additional learning and support needs.||Knowledge of a discipline|
|2||Identify the different purpose and types of assessment and their role in instructional decision making.||Knowledge of a discipline|
|3||Analyse how various factors within the classroom ecosystem (students, teachers, setting, curriculum) interact together and may limit a student’s ability to fully access the curriculum.||Cultural competence|
|4||Adjust curriculum content and outcomes, teaching resources, strategies and assessment to allow a student full access to the curriculum.||Cultural competence|
|5||Identify relevant strategies that will successfully prepare students for key transition points from preschool to post school.||Cultural competence|
|6||Collaborate with students, parents, school staff and other professionals in designing appropriate curriculum adjustments and teaching strategies that are rigorous, meaningful and dignified.||Communication and social skills|
|7||Review research and critically analyse methods of educational testing and assessment including standardised and curriculum based assessment.||Knowledge of a discipline|
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.