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SDFD221 Creating Inclusive, Safe and Supportive Schools

10 cp

This unit focuses on a commitment to social justice, inclusive schooling and a teachers duty of care. Within the context of the National Framework for Values Education and National Safe Schools Framework (which has a strong focus on Child Protection), teaching for social justice is used to further develop preservice early childhood, primary and secondary educators knowledge of gifted children, children with special needs and a teachers duty of care. The unit develops the preservice educators knowledge and skills to meet relevant professional requirements, communication and interpersonal skills in working with students, parents and colleagues through a spirit of service and care of children in schools and community. Professional requirements include reference to Commonwealth Parliament Reports on Disability Standards for Education 2005 and 2001 Senate Report on Education of Gifted Children in relation to professional requirements. In terms of the dimensions of quality pedagogy, the unit explores intellectual quality (notably elements of deep knowledge, deep understanding, problematic knowledge and higher order thinking) and quality learning environment (with specific reference to elements of explicit quality criteria, engagement, high expectations, social support and student direction).

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