Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include:

·      Principles of Community Engagement

·      Structural Inequality

·      Social Reproduction

·      Principles of Catholic Social Teaching

·      Global Inequality

·      Multi-dimensional Human Development

·      Poverty Index

·      Sustainable Development Goals

·      Social justice and social justice frameworks for educators

·      Cultural Theory

·      Dimensions of Culture

·      Strengths/asset-based approaches to working with community

·      Participatory Practice

·      Transformation Learning Theory

·      Critical Reflective Practice

·      Self-care in community engagement

Learning and teaching strategy and rationale

The learning strategy prioritises community-engaged learning, strengths-based approaches, and reflective practice. Pre-service teachers begin with a structured preparation task where they analyse community contexts, personal assumptions, and CST principles before undertaking their community engagement experience. This process ensures they approach engagement with intentionality, respect, and ethical responsibility.

The teaching strategy emphasises student-led inquiry, reflective practice, and peer collaboration. Educators facilitate interactive discussions and guided reflection, supporting pre-service teachers as they adapt and build sustainable partnerships with local organisations and community members. Ongoing journaling and group discussions help pre-service teachers critically examine their experiences, enhancing cultural sensitivity and ethical leadership.

Research shows that teachers who engage authentically with communities enhance student success, strengthen school-community relationships, and drive positive social change. A culminating poster presentation allows pre-service teachers to synthesise their learning, share insights, and advocate for community-driven education, preparing them to be transformative educators beyond the classroom.

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

• ACECQA -A6

  Relating to

  Diversity, difference and inclusivity

  Relevant Learning OutcomeLO1, LO3, LO4

• ACECQA -D1

  Relating to

  Developing family and community partnerships

  Relevant Learning OutcomeLO2, LO3, LO4

• ACECQA -D4

  Relating to

  Socially inclusive practice

  Relevant Learning OutcomeLO1, LO3, LO4

• ACECQA -D5

  Relating to

  Culture, diversity and inclusion

  Relevant Learning OutcomeLO1, LO3, LO4

• ACECQA -F3

  Relating to

  Professional identity and development

  Relevant Learning OutcomeLO3

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

• APST(GA)1.1

  Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

  Relevant Learning OutcomeLO1, LO3

• APST(GA)2.4

  Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

  Relevant Learning OutcomeLO1, LO3

• APST(GA)4.4

  Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

  Relevant Learning OutcomeLO2, LO4

• APST(GA)6.2

  Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

  Relevant Learning OutcomeLO4, LO5

• APST(GA)7.1

  Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

  Relevant Learning OutcomeLO1, LO4, LO5

• APST(GA)7.3

  Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.

  Relevant Learning OutcomeLO3

• APST(GA)7.4

  Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

  Relevant Learning OutcomeLO2, LO3

Australian Institute for Teaching and School Leadership (AITSL) Core Content

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:

• AITSL - 1.1

  Relating toNovice vs expert learners

  Relevant learningLO1

• AITSL - 4.1.4

  Relating toExplicitly teach the concept of cultural safety and explore practical examples of what it can look like in a classroom context. 

  Relevant learningLO2, LO3, LO4

• AITSL - 4.2.1

  Relating toThe concept of positionality through engagement in critical self-inquiry for both academic writing and as a core mechanism of effective ongoing professional teaching practice. 

  Relevant learningLO4, LO5

• AITSL - 4.2.2

  Relating toThe concept of ongoing intercultural development and the importance of self-reflection and reflexivity as ever-evolving career practices. 

  Relevant learningLO1

• AITSL - 4.2.3

  Relating toAbout the cultural diversity within classrooms and communities in Australia, and in the local context, to understand and value the perspectives of diverse groups including EAL/D and First Nations students. 

  Relevant learningLO1, LO2, LO3

• AITSL - 4.2.4

  Relating toHow biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom and how these biases adversely impact specific groups.  

  Relevant learningLO2, LO4, LO5