1 x 2-hour tutorial weekly
1 x 3-hour independent study weekly
1 x 1.5-hour on-line lecture weekly
1 x 1-hour on-line tutorial weekly

Non-Semester 2
2 x 3-hour lectures per semester
2 x 4-hour intensive workshops per semester
4 x 2-hour workshops per semester
Enrolment not permitted
1 of EDUC4720, EDUC4721 has been successfully completed
Topic description

Contemporary Australian educators are expected to be proficient in assessing, planning for and teaching students with diverse backgrounds and learning needs. They are expected to understand and apply principles of inclusive education at both the classroom level and in broader school policies and practices. In this topic, students will engage with theoretical underpinnings, research-based principles and practical strategies related to differentiation and inclusive practices. Students will have the opportunity for in-depth exploration of topics of interest, such as leadership for effective differentiation, teaching students with disabilities and other special needs, teaching gifted or advanced learners, or working with diverse learners within the International Baccalaureate programme.

Educational aims

This topic aims to:

  • Understand inclusion as it relates to multiple levels of education systems
  • Develop understanding, knowledge and skills related to differentiating learning experiences for diverse students
  • Understand and manage the complexities of flexible, responsive, and inclusive learning environments
  • Investigate areas of specific interest related to teaching diverse learners and fostering inclusive educational practices
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Articulate a rationale for differentiation based on an inclusive philosophy, knowledge of student diversity, and research-informed principles
  2. Demonstrate understanding of key principles of differentiation and inclusion and how these may be reflected in a range of educational practices
  3. Design differentiated learning experiences suitable for a range of students within diverse classrooms, in the context of one or more curriculum areas
  4. Evaluate educational practices in relation to key principles of effective differentiation and inclusion
  5. Identify factors likely to facilitate effective differentiation across a range of educational contexts

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.