Outline

Overview

Success in education is determined by a range of factors. Teacher knowledge and understanding, student behaviours and characteristics, school-wide and systemic supports, and the active engagement of families and other key stakeholders. Catering to the diverse range of student needs can be one of the most challenging aspects of teaching. Understanding how to access supports, and work within a whole school approach are two features of education environments that lead to positive outcomes for all students. This unit will address success for learning through a critical examination of classroom practice and implementation of support across the primary curriculum.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDUP4107
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jessica Zanuttini, jessica.zanuttini@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Online Task 1 Written file upload	5%	Week 04 Due date: 29 Aug 2025 at 23:59	250 words	AI allowed
Outcomes assessed:
Written work	Resource Critique Written file upload	40%	Week 05 Due date: 05 Sep 2025 at 23:59	1,500 words	AI allowed
Outcomes assessed:
Written work	Online Task 2 Written file upload	5%	Week 07 Due date: 19 Sep 2025 at 23:59	250 words	AI allowed
Outcomes assessed:
Written work	Professional Development Workshop Plan Written file upload	50%	Week 09 Due date: 10 Oct 2025 at 23:59	2,500 words	AI allowed
Outcomes assessed:

Assessment summary

Resource Critique (40%): This assignment requires you to select a piece of assistive technology or an augmentative and alternative communication tool/device and critique it.

Professional Development Workshop Plan (50%): This assignment requires you to codesign a professional development presentation for staff (plan for 1 hour duration) with a person with lived experiece of disability on one evidence-based instructional practice (you do not have to present it).

Online Tasks (10%): These two tasks ask you to be a reflective practitioner as you evaluate the practices, resources, and encironments that you observed during each of the school visits.

Detailed information about these assignments can be found on Canvas.

Assessment criteria

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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties will be applied at a rate of 5% per 24 hours or part-there-off up to 10 days late. After 10 days, the task will receive zero marks.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week -01	Pre Unit Preparation	Independent study (2 hr)
Week 01	Introduction, Special and Inclusive Education, & Special Education Tool Box	Seminar (3 hr)
Week 01	Week 1 Post Class Task	Independent study (1 hr)
Week 02	Special Education and in the Secondary Context & Trauma-Aware Approaches	Seminar (3 hr)
Week 02	Week 2 Post Class Task	Independent study (1 hr)
Week 03	School Visit A	Field trip (3 hr)
Week 03	Week 3 Post Visit Task	Independent study (1.5 hr)
Week 04	Teachers as Researchers, Reflective Practitioners, & Physical Learning Spaces	Seminar (3 hr)
Week 04	Week 4 Post Class Task	Independent study (1 hr)
Week 05	Collaboration and Collation & Principles of Codesign	Seminar (3 hr)
Week 05	Week 5 Post Class Task	Independent study (1 hr)
Week 06	School Visit B	Field trip (3 hr)
Week 06	Week 6 Post Visit Task	Independent study (1.5 hr)
Week 07	Explicit and Systematic Instruction, Programming and Transition Across the Curriculum	Seminar (3 hr)
Week 07	Week 7 Post Class Task	Independent study (1 hr)
Week 08	Teachers as Leaders & Ongoing Professional Learning	Seminar (3 hr)
Week 08	Online Self-Directed Professional Learning	Independent study (2 hr)

Attendance and class requirements

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 at the discretion of the unit of study coordinator. 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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Readings can be found via the Reading List tab on Canvas.

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. Analyse and evaluate a range of models for whole-of-school approaches to catering for the diverse learning needs of students in terms of their theoretical assumptions and research evidence.
LO2. Demonstrate an understanding of the strategies used to implement a trauma-aware approach in the education of children and young people.
LO3. Examine and critique the role of educational environments in supporting positive outcomes for all students.
LO4. Reflect on the role of education as a social lever for the enablement/disablement of students with disability.
LO5. Professionally critique a range of educational technologies and resources, inclusive of augmentative and assistive devices.
LO6. Co-design a professional development workshop alongside a person with a lived experience of disability.

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 is the first iteration of this unit of study. Your feedback is welcomed.

Additional information

All assignments must be attempted to pass this unit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

EDUP4109: Specialist Pedagogies for Learning B

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links