Outline

Overview

This unit of study will focus on a range of culturally specific teaching and learning strategies aimed at increasing the ability of students to engage and motivate school students from diverse cultures, including Aboriginal culture. The unit will involve exploring some of the major issues confronting teachers, schools, communities and involve interaction with appropriate communities as a precursor to working with school students in a range of culturally appropriate settings. The unit will involve working with the Principal and staff at Birrong Boys' High School and Belmore Boys' High School.

Unit details and rules

Academic unit	Education
Credit points	12
Prerequisites ?	192 credit points
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kim Jackson, kim.n.jackson@sydney.edu.au
Lecturer(s)	Kim Jackson, kim.n.jackson@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Sport and cultural inclusiveness Written assessment	25%	Week 04 Due date: 01 Sep 2021 at 23:59	3000 words
Outcomes assessed:
Assignment	Hate speech Written assessment	25%	Week 05 Due date: 08 Sep 2021 at 23:59	3000 words
Outcomes assessed:
Assignment	Readings task Report and presentation	25%	Week 07 Due date: 22 Sep 2021 at 23:59	1500 words report, 10 minutes video
Outcomes assessed:
Assignment	What Birrong Boys' HS and Belmore Boys' HS has taught me Reflection	25%	Week 08 Due date: 06 Oct 2021 at 23:59	3000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Sport and cultural inclusiveness: Group task (Max. 4 persons). Using the stimulus material provided, students will discuss the issues around sport and culture. Students will discuss the importance of sport in conveying messages of inclusion, especially in schools.
Hate speech: Pairs task. Students will choose one of the papers listed in the unit outline under the title 'Hate speech', and provide an analysis. The analysis should incorporate a discussion on the ways that schools should address hate speech. Knowledge of the relevant government and NSW Dept. of Education policies will be important.
Readings task: Pairs task. Students will choose one of the readings listed in the unit outline for Task 3 and provide a 1500 word analysis. This analysis should include the language used and ideas presented in the paper. Students will present a 10 minute video of the main arguments of the paper to the class and why it is important to study within the unit (1500 words equivalent).
What Birrong Boys' HS and Belmore Boys' HS has taught me: Individual task. Students will reflect on their experiences at Belmore Boys’ High School and Birrong Boys' High School. Students are to visit the MySchool website and evaluate whether the data presented on the site is a good way of measuring the success of the school.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	The policy context	Lecture and tutorial (6 hr)
Week 02	People of Islamic faith in Australia	Lecture and tutorial (6 hr)
Week 03	School visit: Belmore Boys' High School and Birrong Boys' High School	Field trip (8 hr)
Week 04	Racism & Refugees	Lecture and tutorial (6 hr)
Week 05	School visit: Belmore Boys' High School and Birrong Boys' High School	Field trip (8 hr)
Week 06	Indigenous Australia & Pasifika students	Lecture and tutorial (6 hr)
Week 07	Sexual and gender diversity in schools	Lecture and tutorial (6 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a detailed understanding of the policies and issues important in meeting the needs of cultural diversity in NSW schools
LO2. demonstrate knowledge and understanding of the different ways students learn, including effective communication practices
LO3. show an ability to plan for effective learning through reference to current research and pedagogical practice
LO4. demonstrate an ongoing commitment to life long learning as a teacher.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit was successfully delivered in 2019.

Additional information

Asynchronous learning requirements.

All students are to complete a trip to a place of workship that is not a Christian Church or a Mosque and comment upon the values taught and any specific aspects of the religious teachings that could impact upon students in NSW schools. To be completed before week 7.
All students will arrange to visit the White Rabbit Gallery at 30 Balfour Street, Chippendale and comment upon the cultural representations that are evident in the art works. Select 2 that are significant to you and justify your selection. To be completed before week 7 – for discussion in the week 7 seminars.

Additional costs

$5.00 donations for the Mosque visit. Money goes to the charity fund.

Site visit guidelines

Arrive at the schools by 8.15am. Professional attire. Bring a plate of food to share for morning tea with the teaching staff

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links

EDSE4510: Meeting the Needs of Cultural Diversity

Semester 2, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links