FACULTY OF EDUCATION AND ARTS

School of Education

North Sydney and Strathfield

SEMESTER 1, 2021

EDFD261 Creating Inclusive, Safe and Supportive Learning Environments

UNIT OUTLINE

CREDIT POINTS 10

PREREQUISITES/COREQUISITES/INCOMPATIBLES Core Education Unit. This is a unit in the Education Studies

strand. It is also one of the Core Curriculum Program Units. This unit links with those doing in Semester 1 EDFX267.

LECTURER-IN-CHARGE Cath Laws

Office Location: 612.2.11
Email: cath.laws@acu.edu.au

DESCRIPTION
This unit focuses on a commitment to social justice applied to inclusive education and a teacher’s duty of care. Within the
context of relevant legislation, national frameworks, policy and curriculum documents, the notion of teaching for social justice,
personal safety, and wellbeing is applied to develop the personal and social capabilities and meet the diverse needs of
children and young people particularly in the areas of gifted and talented, additional learning and support needs, and those
for whom English is an additional language or dialect. The unit develops pre-service teachers’ knowledge and skills to meet
relevant professional and ethical requirements, communication and interpersonal skills. There will be a focus on intercultural
understandings in working with children and young people, parents and colleagues through a spirit of service and care of
children within early childhood education settings, school classrooms and community contexts.

RATIONALE FOR CORE CURRICULUM PROGRAM UNIT

This unit reinforces the University Core Curriculum units through its focus on a commitment to social justice applied to
inclusive learning environments and a teacher’s duty of care. Within the context of such frameworks as the National
Framework for Values Education and National Safe Schools Framework, the notion of teaching for social justice is applied
to the fields of gifted children, children with higher support needs and a teacher’s duty of care. The unit develops pre-service
teachers’ knowledge and skills to meet relevant professional requirements, communication and interpersonal skills in
working with children, parents and colleagues through a spirit of service and care of children within childhood settings, school
classroom and community contexts.

1 Semester 1, 2021
LEARNING OUTCOMES
The Bachelor of Education courses are professional programs that require development of particular attributes for accreditation
purposes. These are also included in the Learning Outcomes.
On successful completion of this unit, pre-service teachers should be able to:
1. demonstrate an understanding and apply principles of relevant professional and ethical requirements that supports social
justice and relevant inclusion legislation, frameworks and policy for early childhood settings, schools, via classroom practice
and community involvement (GA2, GA3; AGTS 1.6, 4,4, 7.1, 7.2; ACECQA A6, B1, C4, C5, D4, D5, E2, E3, F4)
2. demonstrate effective strategies related to the elements of good practice that lead to safe and supportive environments to cater
for individual needs and strengths (eg the development of individualised planning documents, i.e. individual education plans,
individual learning plans) and including, when appropriate, use of a range of technologies that may support students’ diverse
needs (GA2, GA5; AGTS 1.3, 1.6, 3.1, 3.5, 4.1 4.4; ACECQA A3, A6, A7, C4, C5, D4, D5, E2, E3)
3. demonstrate an understanding of student wellbeing, the implications for learning and teaching and the application of principles
of teaching for resilience. (GA2, GA5; AGTS 4.1, 4.4; ACECQA A3, A4, A5, C3, C5, D4, D5, E2, E3)
4. identify and demonstrate an awareness of practices to enhance protective factors minimising risk for all students, including risks
associated with bullying and cyberbullying (GA1; AGTS 3.5, 4.4; ACECQA A1, A4, A5, C1, C4, C5, D4, D5, E2, E3)
5. critically examine and apply the relevant legislation, systems policies and utilise external agencies within a context of prevention
for child protection and duty of care and identify networks which support teachers in dealing with effective inclusion and
wellbeing (GA5; AGTS1.6, 3.7, 4.1, 4.4, 7.1, 7.2, 7.4; ACECQA A6, A7, C1, C4, C5, D5, E2, E3, F4)
6. design and demonstrate the application of effective learning and support strategies to cater for individual needs, through
diversifying the curriculum in an inclusive setting, and catering for children for whom English is not their first language (GA2;
AGTS, 1.5, 1.6, 3.3, 4.1, 7.2; ACECQA A4, A5, A6, A7,B1, C4, C5, C6, D3, D4, D5, E2, E3)
AUSTRALIAN GRADUATE TEACHER STANDARDS
This unit covers the graduate teacher standards listed below.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with a disability
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.5 Use effective classroom communication
3.7 Describe a broad range of strategies for involving parents/carers in the educative process.
4.1 Support student participation
4.4 Maintain student safety
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.4 Engage with professional teaching networks and broader communities
ACU GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should
demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s
Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other
universities. All of your units will enable you to develop some attributes.
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA2 recognise their responsibility to the common good, the environment and society
GA3 apply ethical perspectives in informed decision making
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A. Psychology and child development B. Education and curriculum studies
A1. Leaning, development and care B1. Early Years Learning Framework
A3. Social and emotional development
A4. Child health
A5. Wellbeing and safety early intervention
A6. Diversity, difference and inclusivity
A7. Learners with special needs

C. Early childhood pedagogies

C1. Alternative pedagogies and curriculum approaches
C3. Guiding behaviour / engaging young learners
C4. Teaching methods and strategies
C5. Catering to children with diverse needs and backgrounds
C6. Working with children who speak languages other than English
2 Semester 1, 2021
 D. Families and community partnerships E. History and philosophy of early childhood
D3. Aboriginal and Torres Strait Islander perspectives E2. Contemporary theories and practice
D4. Socially inclusive practice E3. Ethics and professional practice
D5. Culture, diversity and inclusion
F. Early childhood professional practice
F4. Development advocacy

CONTENT
Topics will include:
Theme 1: Teaching for Social Justice
Safe and supportive schools are underpinned by pro-social values of respect, compassion, acceptance of difference,
cooperation and friendliness. This theme explores the whole school and class practices that are an expression of these
values and studies and critiques national and state policies such as the National Safe Schools Framework and the
National Framework for Values in Education.
Theme 2: Child Protection: Due Care and a Fair Go
Students in this module will develop an understanding of a wide range of child protection issues. They will explore the
context of prevention and the implementation of teaching and management practices to reduce risk and enhance
protective factors. Legislation and policy in the area of child protection and duty of care is addressed within the context
of prevention. The student teachers are prepared as mandatory reporters of children at risk of harm.
Theme 3: Inclusive Education
This theme discusses and critiques the social justice concept of normalisation and current policies, principles and
legislation on anti-discrimination for gifted students and students with disabilities or learning difficulties. It is underpinned
by the fundamental principle of inclusive schools that all children should learn together, wherever possible, regardless of
any differences or difficulties they might have. This module then explores whole school and class practices that respond
to the diverse needs of students with a focus on the task of differentiating the curriculum to accommodate both different
styles and rates of learning and to ensure high quality education through appropriate curricula, adaptations to tasks,
teaching strategies, resources and the class and school environment.

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys.
The unit lectures, tutorials and assessment tasks have been modified in response to student feedback and evaluations,
for example, changes to focus of the individual planning process and reduced number of readings for each week. In
addition some topics/weeks can be completed on-line to facilitate links with EDFX267.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is
valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also
provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

LEARNING AND TEACHING STRATEGIES

The unit consists of a one-hour lecture and a two hour tutorial on campus facilitating the application of knowledge, skills
and strategies outlined in lectures. Some weeks are to be completed in on-line mode equivalent to a one-hour lecture
and a two hour tutorial. Required readings are on LEO. There is no textbook for the unit.

Duration: 12 week semester

150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed
36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then
become private study.

LECTURE CAPTURE
All lectures will be pre-recorded and made available to students.

3 Semester 1, 2021
Study Schedule
For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring
staff for changes to this schedule.
Week Lecture & Tutorial Focus Readings Information
1 • Understanding and defining diversity, https://studentwellbeinghub.edu.au/educators/frame
1/3/21 work/
legislation, and teachers’ responsibilities
around inclusive education View DVD on case Disability Standards https://www.education.gov.au/disability-
standards-education-2005
study of student – how might the key ideas in
policies support this student?
2 • Diversity and inclusion – Legislation and
AG Dept. of Ed & Training https://www.education.gov.au/what-nationally-
consistent-collection-data-school-students-disability
8/3/21 policies, Australia and International treaties. The
NSW
https://legalanswers.sl.nsw.gov.au/law-handbook-your-practical-guide-law-

importance of legislation in all professional teaching nsw?page=1

practice
3 • DFFERENTIATING Adjusting the curriculum for
15/3/21
students with diverse needs, SMART
outcomes/goals and reasonable adjustments. The
UDL as a supportive framework.
https://www.cast.org/impact/universal-design-for-
learning-udl
NSW Learning and Support
https://education.nsw.gov.au/teaching-and-
learning/disability-learning-and-support/personalised-
support-for-learning/personalised-learning-And-support

4 • AGENCY/SERVICE VISITS Information on range

https://www.facs.nsw.gov.au/families/Protecting-kids/keeping-children-
safe/child-protection-services
Directed Task
22/3/21 Completion
of services to support children and young people
5 • PROGRAM PLANNING and reasonable Personalised planning
https://docs.education.gov.au/documents/planning-personalised-learning-
Census Date:
Wednesday 31 March
29/3/21 adjustments, teaching and learning contexts, and-support-national-resource-0
2021 last day to
Public Holiday SMART GOALS
withdraw without penalty
2/4/21 GF personalising learning. https://www2.education.vic.gov.au/pal/individual-education-plans-
ieps/guidance/smart-goals Ass 1 due 1/4/21
5/4/21 PH STUDY WEEK EASTER
6 • Human Rights, Social Justice & Ethical Behaviour http://www.earlychildhoodaustralia.org.au/our-
publications/eca-code-ethics/
12/4/21 Activities on codes of ethics and conduct, and https://www.unicef.org.au/our-work/information-for-children/un-
convention-on-the-rights-of-the-child
legislative requirements, particularly with regard to
managing behaviour and relating to students.
7 • DIVERSE LEARNERS Inclusive Practice for ACARA Directed task
https://www.acara.edu.au/curriculum/student-diversity completion
19/4/21 students with differing needs Visual NESA Differentiation
Public Hol
Sun 25/4/21 Impairment/Physical Disability/Hearing Impairment; https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/understanding-the-curriculum/programming/differentiated-
Students who are gifted or twice exceptional programming

8 • POSITIVE BEHAVIOUR Explore and discuss - Wellbeing NSW

https://education.nsw.gov.au/student-wellbeing/whole-school-
26/4/21 Continuum of support; Antecedent-Behaviour- approach/wellbeing-framework-for-schools

Consequence approaches; Risk Management NSW Student Behaviour

https://education.nsw.gov.au/student-wellbeing/attendance-behaviour-
Plans. Embedding child safe standards to support and-engagement/student-behaviour/behaviour-strategy

students.
9 • EARLY CHILDHOOD Towards an affirmative Early Years Framework Ass 2 due 7/5/21 –
https://www.acecqa.gov.au/sites/default/files/2018- turnitin – include rubric
3/5/21 model of difference –The National Quality 02/belonging_being_and_becoming_the_early_years_learning_framework_fo
r_australia.pdf
Framework. Inclusion for students
National Quality Framework
https://www.acecqa.gov.au/national-quality-framework
10 • CHILD PROTECTION & SAFETY Protective AIFS Who abuses children
https://aifs.gov.au/cfca/publications/who-abuses-children
10/5/21 strategies themes and approaches; challenging http://reporter.childstory.nsw.gov.au/s/
https://childsafe.humanrights.gov.au/
behaviour, reporting requirements if a child is at risk
of significant
11 • TEACHING FOR WELLBEING ACARA (2012) General capabilities – Personal and social
https://www.australiancurriculum.edu.au/f-10-
17/5/21 Programs/Curriculum/Policy; Synthesising issues of curriculum/structure/
NESA Professional Standards for Teachers
safety, wellbeing and learning for all students. https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-
accreditation/meeting-requirements/the-standards
12 • BULLYING ISSUES E-Safety Commissioner Directed task
24/5/21 https://www.esafety.gov.au/educators/classroom-resources completion
Activities on school & classroom strategies to
prevent bullying; role of bystanders and cyber-
safety issues.
STUDY Ass 3 due 4/6/21 –
WEEK turnitin – include rubric
31/5/21

4 Semester 1, 2021
ASSESSMENT
The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. A range of
assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University
assessment requirements. Reaching the course outcomes requires a level of peer collaboration. This unit requires that three
assessment tasks be completed. In order to pass this unit, you are required to compete a Topic Analysis in pairs; individually
develop a Personalised Plan for a child and individually complete an analysis of agency/service. The Personalised Plan is the
common assessment task. The total of assessment tasks will amount to the equivalent of 4,000 words. Electronic submission,
marking and return will be used through Turnitin.
Brief Description of Assessment Tasks Due Date Weighting
(%)
Learning
Outcome/s
Graduate Attributes/
Generic Skills
National Professional ACECQA criteria
Standards for
Assessed Teachers
Assessment Task 1 – Topic Analysis
1, 3, 5 GA1, GA2, 1.6, 3.7, 4.1, 4.4, 7.1, A3, A4, A5, A6, A7, B1,
• Analysis of a topic related to the wellbeing of Week 5 30% 7.2, 7.4 C1, C3, C4, C5, D4, D5,
students/children 1/4/21 E2, E3, F4
Submit through Turnitin, Include rubric
Assessment Task 2– Personalised Plan
1, 2, 3, 4, 5, 6 GA1, GA2, GA3, 1.3, 1.5, 1.6, 3.1, 3.5, A1, A3, A4, A5, A6, A7,
• Personalised Plan to support Inclusion Week 9 40% GA5 3.7, 4.1, 4.4, 7.1, 7.2, B1, C1, C3, C4, C5, C6,
Common Assessment Task 7/5/21 7.4 D3, D4, D5, E2, E3, F4
Submit through Turnitin, Include rubric
Assessment Task 3 – Agency/Service analysis
Friday 2, 3, 4, 6 GA2, GA3 1.3, 1.5, 1.6, 3.3, 3.5, A1, A3, A4, A5, A6, A7,
• Analysis of Agency/Service 30% 4.1, 4.4, 7.2 B1, C1, C3, C4, C5, C6,
Evidence of visit to agency/service 4/6/21
D3, D4, D5, E2, E3, F4
Submit through Turnitin, Include rubric

FIRST ASSESSMENT: TOPIC ANALYSIS (PAIRS)

DUE DATE Week 5, Thursday April 1, 2021
WEIGHTING 30%
LENGHTH/AND OR FORMAT 1000 words
PURPOSE A situational analysis of a topic with the protection and support of children at risk. Such an analysis
would give a clear overview of how legislation is reflected in policy and practice and the possible
ways in which agencies link with centres/schools in curriculum and pastoral support.
LEARNING OUTCOMES ASSESSED 1, 3, 5
HOW TO SUBMIT Turnitin online via LEO by 6.00pm April 1, 2021 by 6.00pm – Include the marking rubric
RETURN OF ASSESSMENT Available on Leo Turnitin by 6.00pm April 22, 2021
ASSESSMENT CRITERIA Refer to Appendix A for details and Appendix 1 for marking rubric (also on LEO).

SECOND ASSESSMENT: PERSONALISED PLANNING AND DIFFERENTATION

DUE DATE Week 9, Friday May 7, 2021
WEIGHTING 40%
LENGHTH/AND OR FORMAT No more than 2000 words
PURPOSE To demonstrate the development of appropriate teaching strategies reflective of curriculum and
policies that support additional needs of children. The task relates to adapting and developing
lesson content, tasks, resources and classroom management strategies to enhance the learning
opportunities for the individual needs of children. This task will incorporate pre-service teachers’
knowledge of required legislation, professional and ethical expectations and teaching strategies
that assist learning environments to become safe and supportive environments for all children.
LEARNING OUTCOMES ASSESSED 2, 3, 4, 6
HOW TO SUBMIT Turnitin online via LEO by 6.00pm, May 7, 2021– Include the marking rubric
RETURN OF ASSESSMENT Available on Leo Turnitin by 6.00pm May 28, 2021
ASSESSMENT CRITERIA Refer to Appendix A for details and Appendix 2 for marking rubric (also on LEO).

THIRD ASSESSMENT: AGENCY/SERVICE REFLECTION

DUE DATE Friday June 4, 2021
WEIGHTING 30%
LENGHTH/AND OR FORMAT 1000 words for critical reflection on agency/service + evidence of visit
PURPOSE Pre-service teachers, using written individual format, reflect on experiences of agency/service
undertaken in a range of community contexts, linking their learning from these.
LEARNING OUTCOMES ASSESSED 2, 3, 4, 6
HOW TO SUBMIT Turnitin online via LEO by by 6.00pm June 4, 2021 – Include the marking rubric
RETURN OF ASSESSMENT Available on Leo Turnitin by 6.00pm June 18, 2021
ASSESSMENT CRITERIA Refer to Appendix A for details and Appendix 3 for marking rubric (also on LEO).

5 Semester 1, 2021
REFERENCING
This unit requires you to use the APA7 referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.

ACU Policies and regulations

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and
appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student Portal.

Assessment policy and procedures

You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of
others. The Academic Integrity and Misconduct Policy and the Academic Misconduct Procedures are available from the website. Please read
them, and note in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable. Penalties
for academic misconduct can vary in severity and can include being excluded from the course.

Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of
others. The Framework for Academic Integrity and the Academic Honesty Policy are available from the website. Please read them, and note in
particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and
can include being excluded from the course.

Turnitin
The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is
available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment
task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, may be used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking
and returning assessment tasks and so a text matching percentage will appear on your submission automatically

FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT ISLANDER
STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous Knowings are embedded in
curricula for the benefit of all students at ACU.

STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact
on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as
possible.
For all aspects of support please visit ACU Info section in the Student Portal.

• Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading
strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing
for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social
workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact
them as early as possible.

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings and resources:
https://leo.acu.edu.au/course/view.php?id=37055

6 Semester 1, 2021
TEXTS AND REFERENCES

Required text(s) nil

Recommended references
Ashman, A., & Elkins, J. (Eds.). (2019). Education for inclusion and diversity (6th ed.). Frenchs Forest, NSW: Pearson Education
Australia
Foreman, P. & Arthur-Kelly, M. (Eds.). (2017). Inclusion in action (5th ed.). South Melbourne, Vic: Cengage Learning Australia.
Hyde, M., Carpenter, L. & Dole, S. (2017). Diversity, inclusion and engagement (3rd ed.). South Melbourne, Vic: Oxford University
Press.
Loreman, T., Deppler, J. & Harvey, D. (2011). Inclusive education: A practical guide to supporting diversity in the classroom. (2nd
ed.). Crows Nest: Allen and Unwin.

Further references
Ashman, A. (2019). Education for inclusion and diversity (6h ed.). Frenchs Forest: Pearson Education Australia.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). General capabilities in the Australian curriculum.
Retrieved on December 24 2012 from website: http://www.australiancurriculum.edu.au/GeneralCapabilities/Personal-and-
social-capability/Introduction/Introduction
Australian Government Department of Education and Training. (2018). The Australian student wellbeing framework. Author.
Australian Government. (2019). https://www.dss.gov.au/families-and-children-programs-services-children/protecting-children-is-
everyones-business-national-framework-for-protecting-australias-children-2009-2020-fourth-action-plan-2018-2020
Australian Human Rights Commission. (2010). Face the facts: Human rights education resources for teachers. Retrieved on 12th
January 2011 from Australian Human rights Commission website:
http://www.humanrights.gov.au/education/face_the_facts/index.html
Australian Human Rights Commission. (2018). National statement of principles for child safe orgranisations – consultation draft.
Retrieved on 12th January 2018 from Australian Human rights Commission website www.humanrights.gov.au/child-safe

Australian Institute of Health and Welfare (2018). Child protection Australia: 2016–17 Child Welfare series no.66 CWS 60
Canberra: AIHW.
Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian Professional Standards for Teachers.
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Australian Research Alliance for Children and Youth. (2013). Report card on the wellbeing of young Australians. Retrieved on
January 1, 2016 from www.aracy.org.au website: http://www.aracy.org.au/projects/report-card-the-wellbeing-of-young-
australians
Child Safety Commissioner, Victoria. (2007). Calmer classrooms: A guide to working with traumatised children. Retrieved on 1st
December, 2009 from Office of the Child Safety commissioner website:
http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf
Department of Education and Training. (2009). Belonging, being and becoming: The early years learning framework for Australia.
Canberra, ACT: Commonwealth of Australia.
Commonwealth of Australia. (2006). Disability standards for education. Retrieved on January 12, 2011 from DEEWR website:
http://www.deewr.gov.au/Schooling/Programs/Pages/disabilitystandardsforeducation.aspx
Laws, C. & Nicholson, M. (2010). Primary Protective Behaviours, 2nd Ed. Sydney: The Protective Behaviours Consultancy Group
of NSW.
Lovat, T. (2010). Synergies between values education and quality teaching. Educational Philosophy and Theory, 42 (4) 489-500.
NSW Department of Education (2018). Child Protection Policy: Responding to and reporting students at risk of harm. NSW DoE:
Sydney.
NSW Department of Education and Communities. (2015). The wellbeing framework for schools. NSW DEC: Sydney.
Royal Commission into Institutional Responses to Child Sexual Abuse. (2017). Creating child safe institutions. Author.
https://www.childabuseroyalcommission.gov.au/final-report
Victoria – Department of Education and Training. Resilience Rights and Respectful Relationships. Retrieved on 30th January, 2019
from author http://fuse.education.vic.gov.au/Teacher
Walsh, K., Zwi, K., Woolfenden, S., & Shlonsky, A. (2015). School-based programmes for prevention of child sexual abuse
(Review). Cochrane Database of Systematic Reviews 2015, Issue 4. Art.
Walsh, K., Zwi, K., Woolfenden, S, and Shlonsky, A. (2016). Assessing the effectiveness of school-based sexual abuse prevention
programs, Family Matters, pp. 5 – 15.
7 Semester 1, 2021
JOURNALS
• Child Abuse And Neglect, The International Journal Pergamon • Special Education Perspectives
• Australian Journal Of Learning Disabilities • Teaching Exceptional Children
• Australasian Journal of Special Education • Exceptional Children
• Educational Leadership • Australian Journal of Human Rights
• International Journal of Disability, Development and Education • Journal of Special Education
• Remedial and Special Education

WEB SITES
Amnesty International www.amnesty.org
Australian Childhood Foundations www.childhood.org.au
Australian Catholic Social Justice Council www.socialjustice.catholic.org.au
Australian Government – Living Safely Together www.livingsafetogether.gov.au
Australian Human Rights and Equal Opportunity Commission: www.hreoc.gov.au
Australian Research Alliance for Children and Youth https://www.aracy.org.au
Australian Association of Special Education www.AASE.edu.au
Anti-Racism Education for Australian Schools www.racismnoway.com.au
Australian Institute of Family Studies www.aifs.org.au
Beyond Blue & Kids Matter https://beyou.edu.au
Bullying Prevention www.bullyingnoway.com.au
Catholic Commission For Employment Relation www.ccer.catholic.org.au
Centre for Social Justice www.socialjustice.org
Disability Standards for Education 2005 www.education.gov.au/students-disability
eSafety Commissioner www.esafety.gov.au
KIDS Help line www.kidshelp.com.au
Mental Health initiatives www.kidsmatter.edu.au www.mindmatters.edu.au
Multicultural Australia www.multiculturalaustralia.edu.au
NSW Association for Gifted and Talented Students www.nswagtc.org.au
Protective Behaviours NSW www.protective-behaviours.org.au
Teachers of English to Speakers of Other Languages (TESOL) www.tesol.org.au/esl/articles.htm
United Nations: www.un.org
Young Carers www.youngcarersnsw.asn.au

8 Semester 1, 2021
 APPENDIX A
FIRST ASSESSMENT: TOPIC ANALYSIS (IN PAIRS)
1. Select a topic which may impact on students’ learning and wellbeing. Topics might include the following.
Topics
• Children/students with Disabilities – specify disability • Challenges in giftedness
• Aboriginal and Torres Strait Islander children/students • Students/children living in out of home care
• Mental Health – anxiety • Mental Health – acting out
• Transition Issues • Substance abuse issues
• Refugees/Asylum Seekers • Domestic violence
Other (approved by tutor)
2. Give a brief overview of the topic including:
• definitions & relevant statistics and source of statistics
• causes of issues/challenges/problems (if known)
3. Describe strategies that support children’s/students’ wellbeing and safety. Address the following.
• How can you collaborate with others, e.g., parents/ carers, school/service counsellor and learning support staff, specialist
services and the medical world to make sure you are providing the appropriate support strategies for children/students?
• Provide quality examples of how you can adjust curriculum and teaching strategies for children/students and include
relevant connections to legislative and policy requirements.
• Include specific examples of particular legislation and policy you need to comply with that influences your practices when
supporting children/students who have additional learning needs. Be specific, e.g., duty of care, anti-discrimination,
Disability Standards.
• Support your work with research and references relevant to the Australian context using APA referencing.

SECOND ASSESSMENT PERSONALISED PLANNING AND DIFFERENTIATION

This task requires the development of appropriate teaching strategies that are reflective of curriculum and policies that support
students/children with additional needs (personalised planning). The task relates to adapting and developing lesson content, tasks,
resources (including the use of ICT) and classroom behaviour management strategies to enhance the learning opportunities for the
individual needs of identified students. This task will incorporate your knowledge of required legislation and teaching strategies that
assist schools to become safe and supportive learning environments for all students/children.
1. You are required to develop a personalised plan and to imagine a child you may be working with in the future who has
significant specific learning need/s. You decide the age, gender, strengths and potential risks confronting the child/student.
Outline the characteristics, strengths and challenges for the identified child/student and for the others in the class/setting.
2. Outline three key focus areas – social and emotional, communication and one academic need of your selection.
3. Write two specific (SMART) goals for each key focus area.
4. Identify a range of strategies, adjustments (differentiation) to content, tasks, resources (including use of ICT, also assistive
technology where appropriate) and classroom behaviour management strategies.
5. Include how you will evaluate the effectiveness of the strategies to reach the goals/outcomes and your recommendations for
possible future directions for the student.
6. Incorporate clear connections with relevant legislation/frameworks documents.
7. Support your work with research and references relevant to the Australian context using APA referencing

THIRD ASSESSMENT AGENCY/SERVICE REFLECTION – MAY LINK WITH EDFX267

• Research agency/service to support the wellbeing of children/students with additional needs.
• While the service/agency visits/service might be undertaken in small groups, the reflection is to be done individually.
• Prepare a 1000 word critical reflection on issues for the learning and wellbeing of children/students particularly relating the
experience of the agency/service visits.
• Reflect on the theories informing the service/agency, what people at the agency/service identify as informing their work and
what you have learned about the service/agency, the people they serve and yourself from the visits.
• Discuss the ideas that inform your current and future learning, for example, what your experience might mean for your future
work.
• Support your reflection with research using APA referencing.

NB This task may relate to your EDFX267 professional experience. There will be other requirements for that unit which you will
need to complete. Please discuss these with the LIC of EDFX267.

YOUR FINAL GRADE MAY NOT BE AVAILABLE AT THE USUAL TIME

9 Semester 1, 2021

ASSESSMENT TASK 1 RUBRIC
NAMES:
CRITERION Outstanding
Exceptional quality and
extremely meticulous,
accurate, insightful use
in significant ways. High
level and consistent
selection of relevant and
recent literature,
Sources/ including exceptional
literature investigation and critique
of the connections to unit
readings, high quality
recent academic journal
articles and
valid/supported web-
based material.
Outstanding clarity and
insightful knowledge of,
the area. High level
descriptions, explicitly
stated points that form a
very knowledgeable,
Questions logical, exceptionally well
answered, developed approach to
argument, the topic and relevant
questions. Exceptional
points made
ability to apply
with specific knowledge (research and
examples experience) about the
topic to the inclusive
school/ classroom
situation. Outstanding
specific examples taken
from the literature, very
clearly described,
insightfully connected.
Extremely thoughtful and
perceptive information
supported by high quality
literature. Exceptional
discerning evaluation of
Focused the legislation, policy and
summary collaborative and support
evaluated personnel. Outstanding
and recommendations for
supported adapting curriculum and
teaching strategies.
Outstanding relevant,
realistic and connected
approach.
Outstandingly crafted
academic writing. Draws
on a range of very
credible and current
Academic research throughout to
writing & support and extend
Referencing analysis. APA
referencing correct
throughout.
TOPIC ANALYSIS
Excellent
Explicitly, accurately and
insightfully used in
significant ways. Very
well considered relevant
and recent selection,
including excellent
explicit connections to
unit readings, recent
academic journal articles
and valid/supported web-
based material.
Comprehensive detailed
knowledge of the area.
All questions answered
with clear descriptions,
explicitly stated points
that form a logical, very
well developed approach
to the topic. Exceptional
ability to apply
knowledge about the
topic. Excellent specific
examples taken from the
literature clearly
described and insightfully
connected.
Thoughtful and insightful
information, offering a
well-supported and
carefully evaluated
argument of the selected
legislation, policy,
collaborative and support
personnel. Very well
considered
recommendations for
adapting curriculum and
teaching strategies.
Highly relevant, realistic
and connected
approach.
Excellently crafted
academic writing. Draws
on a range of credible
and current research
throughout to support
and extend analysis.
APA referencing correct
throughout.
10
APPENDIX 1
OVERALL GRADE:
Commendable Developing Poor
Explicit, accurate Explicitly used. Fails to use source
and factual use in Generally explicitly, poor and/or
significant ways. appropriate limited selection,
Appropriate relevant selection, inaccurate and/or
and recent selection, including limited inappropriate
including some reference to reference to sources.
thoughtful reference recent academic
to recent academic journal articles
journal articles and and/or valid/
valid/ supported supported web-
web-based material. based material.
Sound knowledge of Generally factual Limited or inaccurate
topic. Most questions knowledge base knowledge of topic.
answered with clear and some Points hard to
description and questions identify. Questions
clearly stated points answered with poorly answered or
that form a logical clearly stated not answered. Poor
approach that is points and some use of or no support
supported by the support from the from the literature.
literature used. literature. Some No, limited or
Effective application examples taken inaccurate
of knowledge about from the literature application of
the topic. Well - Some sound knowledge about the
considered specific application of topic. Limited or no
examples taken from knowledge about specific examples.
the literature the topic.
thoughtfully
described and
connected.
Good effective Satisfactory No, poor or very
information with information with limited information
support for selected support for and support of
legislation, policy, selected selected legislation,
collaborative and legislation, policy, policy, collaborative
support personnel. collaborative and and support
Good support personnel. Poor,
recommendations. A personnel. limited or no
relevant, realistic and Satisfactory recommendations.
connected approach. recommendations. Generally irrelevant,
Generally unrealistic and/or
relevant, realistic poorly connected
and connected approach.
approach.
Adheres well to the Appropriate Poor academic
conventions of academic writing. writing. Research
academic writing. Uses a good support very limited
Draws on a wide range of credible and not credible.
range of credible, research, Barely uses readings
mostly recent including provided and does
research to support readings, to not link research with
key ideas and uses support most key points being made.
APA format correctly points. Fairly good Does not use APA
both within and at use of APA format.
the end of the work. format.
Semester 1, 2021

ASSESSMENT TASK 2 RUBRIC
Criteria Outstanding
Exceptional quality, extremely
meticulous, accurate and
insightful use in significant ways.
High level research and
consistent selection of relevant
and recent literature, including
exceptional investigation and
Sources/literature
critique of the connections to
unit readings, relevant
legislative/framework
documents, very high quality
evaluation of sources/literature
and generalisation to practical
experience.
Consistently very high level,
Characteristics, insightful and comprehensive
strengths and knowledgeable & understanding
challenges
of the characteristics, strengths
and challenges of the student
within an inclusive educational
setting.
Social and Documentation demonstrates
emotional consistent high quality, insightful
development, and comprehensive information
communication and
selected academic
on the student’s social and
need of the emotional, communication and
individual in selected academic need
positive/ strengths development in extremely well
based language considered, impressive use of
with focus for positive/ strengths based
development language.
Outstanding, high quality
Documents two consideration of specific goals
specific goals for and level of specificity relating to
each key focus area
needs through carefully planned
task analysis to meet the needs
of the student.
Specific Strategies Outstanding, impressively
that cater for the planned and highly relevant
student’s additional strategies to cater for the
needs (including IT
and relevant AT)
student’s needs. Outstanding
and insightful documentation
Strategies Outstanding, impressively
demonstrate detailed knowledge of student
practical knowledge wellbeing and teaching for
of principles of
student wellbeing
resilience. High quality,
and personalised insightful and creative
planning within an differentiation of instruction and
inclusive classroom curriculum to meet the needs of
the student in the inclusive
classroom.
Extremely thoughtful, perceptive
Evaluation of goals/ and relevant ideas to evaluate
outcomes and the effectiveness of strategies to
strategies to cater
for the needs of the
reach goals/outcomes.
student Outstanding recommendations
for possible future directions,
highly relevant, realistic and
connected approach.
Outstandingly crafted academic
writing. Draws on a range of
very credible and current
research throughout to support
Academic writing &
Referencing and extend analysis. APA
referencing correct throughout.
PERSONALISED PLANNING AND DIFFERENTIATION
Excellent Commendable
Explicitly, accurately and
insightfully used in
significant ways. Carefully
researched, relevant and
recent selection, including
resources from the LEO
site, relevant legislative/
framework documents
and very thoughtful
evaluation of sources and
generalisation to practical
experience.
Excellent, highly informed
understanding of the
characteristics, strengths
and challenges of the
student within an
inclusive educational
setting.
Documentation
demonstrates high level,
comprehensive
information on the
student’s social and
emotional,
communication and
selected academic need
development in well
considered positive/
strengths based
language.
Excellent, high level
consideration of specific
goals and task analysis to
scaffold learning to meet
the needs of the student.
Comprehensive, very well
planned highly relevant
strategies to cater for the
student’s needs.
Excellent documentation.
Comprehensive detailed
knowledge of student
wellbeing and teaching
for resilience. High quality
differentiation of
instruction and curriculum
to meet the needs of the
student in the inclusive
classroom.
Clear, thoughtful and
insightful ideas to
evaluate the
effectiveness of
strategies to reach
goals/outcomes. Well
considered
recommendations for
possible future directions,
relevant, realistic and
connected approach.
Excellently crafted
academic writing. Draws
on a range of credible
and current research
throughout to support and
extend analysis. APA
referencing correct
throughout.
Developing
Explicit factual use in
significant ways.
Appropriate relevant and
recent selection, good
use of relevant legislative
/framework documents,
evaluation of sources and
generalisation to practical
experience and
Informed approach with
good knowledge and
understanding of the
characteristics, strengths
and challenges of the
student within an
inclusive educational
setting.
Documentation and
discussion demonstrate
good evidence of
comprehensive
information on the
student’s social and
emotional,
communication and
selected academic need
development with good
positive/ strengths based
language.
Good consideration of
specific goals and task
analysis to scaffold
learning to meet the
needs of the student.
Well-considered, relevant
strategies to cater for the
student’s needs. Good
documentation.
Good knowledge of
student wellbeing and
teaching for resilience.
Well-considered, relevant
differentiation of
instruction and curriculum
to meet the needs of the
student in the inclusive
classroom.
Effective consideration of
ideas to evaluate the
effectiveness of strategies
to reach goals/outcomes.
Good recommendations
for possible future
directions. A relevant,
realistic and connected
approach.
Adheres well to the
conventions of academic
writing. Draws on a wide
range of credible, mostly
recent research to
support key ideas and
uses APA format correctly
both within and at the end
of the work.
11
Explicitly used.
Satisfactory selection of
sources/literature,
adequate reference to
relevant
legislative/framework
documents, evaluation of
sources and
generalisation to practical
experience.
Satisfactory knowledge
and understanding of the
characteristics, strengths
and challenges of the
student within an inclusive
educational setting.
Documentation and
discussion demonstrate
satisfactory information on
the student’s a, social and
emotional development,
communication and
selected academic need
with satisfactory positive/
strengths based language.
Satisfactory consideration
of goals and task analysis
to scaffold learning to
meet the needs of the
student.
Satisfactory and generally
relevant strategies to cater
for the student’s needs.
Satisfactory
documentation.
Satisfactory factual
knowledge of student
wellbeing and teaching for
resilience. Generally
relevant differentiation of
instruction and curriculum
to meet the needs of the
student in the inclusive
classroom.
Satisfactory consideration
of ideas to evaluate the
effectiveness of strategies
to reach goals/outcomes.
Satisfactory
recommendations for
possible future directions.
Generally relevant,
realistic and connected
approach.
Appropriate academic
writing. Uses a good
range of credible
research, including
readings, to support most
key points. Fairly good
use of APA format.
APPENDIX 2
OVERALL GRADE:
Poor
Fails to use source
explicitly, poor, no and/or
limited selection, evaluation,
generalisation to practical
experience and/or use of
relevant legislative/
framework documents,
Limited, poor, disorganized,
difficult to locate or no clear
knowledge and
understanding of the
characteristics, strengths
and challenges of the
student within an inclusive
educational setting.
Documentation and
discussion demonstrate
little, poorly considered or
no information on the
student’s social and
emotional, communication
and selected academic
need development with little,
poorly considered or no
positive/ strengths based
language.
Limited, poor or no clear
consideration of goals and
task analysis to scaffold
learning to meet the needs
of the student.
Limited, poor, disorganized,
difficult to locate or no
clearly relevant strategies to
cater for the student’s
needs.
Limited, poor or no clear
knowledge of student
wellbeing and teaching for
resilience. Limited, poor or
no relevant differentiation of
instruction and curriculum to
meet the needs of the
student in the inclusive
classroom.
No, poor or very limited
consideration of ideas to
evaluate the effectiveness
of strategies to reach
goals/outcomes. Poor,
limited or no future
recommendations.
Generally irrelevant,
unrealistic and/or poorly
connected approach.
Poor academic writing.
Research support very
limited and not credible.
Barely uses readings
provided and does not link
research with points being
made. Does not use APA
format.
Semester 1, 2021

ASSESSMENT TASK 3 RUBRIC
Criteria Outstanding
Exceptional quality and
extremely meticulous,
Layers of
accurate, insightful
reflection consideration of all layers of
(Bain, Ballantyne,
reflection.
Mills & Lester,
cited in Ryan &
Ryan, 2012) Reporting &
Responding
An outstanding critical
analysis of personal
response to the
agency/service
Relating
Drawing on relationship
between current personal or
theoretical
understandings and the
agency/service experience.
Reasoning
An exploration, interrogation
or explanation of the
agency/service experience
deeply reflective with deep
analysis of multiple
perspectives and
connections
Reconstructing Drawing a
conclusion and developing a
future action plan based
upon a reasoned
understanding of the
implications of the
agency/service experience.
Engaging with innovative
directions within the task
Exceptional quality and
extremely meticulous,
accurate, insightful use in
significant ways to support
higher level reflection. High
level selection of relevant
and recent literature,
including insightful
Sources/ connections to unit readings,
literature AITSL Professional
Standards for Teachers,
deep analysis key policies
relating to the
service/agency, high quality
recent academic journal
articles and valid/supported
web-based material.
Outstandingly crafted academic
writing. Draws on a range of
very credible and current
Academic research throughout to support
writing & and extend analysis. APA
referencing correct throughout.
Referencing
AGENCY/SERVICE REFLECTION
Excellent
Excellent explicit,
accurate, thoughtful and
insightful consideration
of all layers of reflection,
Reporting &
Responding
An excellent analysis of
personal response to the
agency/service
Relating
Drawing on relationship
between current
personal or theoretical
understandings
agency/service
experience in insightful
ways.
Reasoning
An excellent exploration,
interrogation or
explanation of the
agency/service
experience
Reconstructing in
explicit, accurate and
insightful ways relating to
innovative future practice
Excellent explicit,
accurate and insightful
use, in significant ways,
to support reflection.
Very well considered
relevant and recent
selection, including well-
considered connections
to unit readings, AITSL
Professional Standards
for Teachers, extensive
synthesis of key policies
relating to the
service/agency, recent
academic journal articles
and valid/supported web-
based material.
Excellently crafted
academic writing. Draws on
a range of credible and
current research throughout
to support and extend
analysis. APA referencing
correct throughout.
12
Commendable
Good explicit, accurate
and factual
consideration of all
layers of reflection.
Reporting &
Responding
A well thought through
personal response to
the agency/service
Relating
A sound analysis of the
relationship between
current personal or
theoretical
understandings and the
agency/service
Reasoning
Strong analysis of
significant factors
underlying the
agency/service and
consideration of
different perspectives.
Reconstructing
Strong links to
implications for future
practice supported well
by theory.
Good explicit, accurate
and factual use in
significant ways. Good
connections to unit
readings, AITSL
Professional Standards
for Teachers,
consideration of key
policies relating to the
service/agency, recent
academic journal
articles and
valid/supported web-
based material.
Appropriate relevant
and recent selection.
Adheres well to the
conventions of academic
writing. Draws on a wide
range of credible, mostly
recent research to support
key ideas and uses APA
format correctly both within
and at the end of the work.
APPENDIX 3
OVERALL GRADE:
Developing Poor
Satisfactory Limited, poor or
consideration of inappropriate
layers of reflection. consideration of layers
of reflection.
Reporting & Reporting A very
Responding limited descriptive
A satisfactory account of the
descriptive account agency/service.
of the agency/ Limited, poor or
service and some inappropriate
general responses responding, relating,
and observations reasoning,
made reconstructing
Relating
Some beginning
connections made
Reasoning
Some consideration
of different
perspectives with
beginning analysis
relationship to
research
Reconstructing
Satisfactory
reframing for future
practice
Explicitly used. Fails to use sources
Generally explicitly, poor and/or
appropriate limited selection,
selection and inaccurate and/or
satisfactory inappropriate reference
connections to unit to sources. Poor,
readings, AITSL limited or no
Professional connections to unit
Standards for readings, AITSL
Teachers, and Professional Standards
some relevant for Teachers and
policies. current policies relating
to service/agency.
Appropriate academic Poor academic writing.
writing. Uses a good Research support very
range of credible limited and not credible.
research, including Barely uses readings
readings, to support provided and does not link
most key points. Fairly research with points being
good use of APA made. Does not use APA
format. format.
Semester 1, 2021