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EDG3000 Designing for Diversity

Semester 1, 2013 Online Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 21 July 2014

Contents on this page


Examiner: Joan Conway
Moderator: Trevor Black


Pre-requisite: (EDG2000 and EDG2001) or (EDG2000 and EDS2401)

Other requisites

Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see:


Supportive and inclusive learning environments are the key to quality teaching and learning outcomes for all students in 21st century educational settings. Assessment of students' learning is of fundamental importance to teachers' effective planning, curriculum implementation and teaching. A deep understanding of the principles and practices of authentic assessment is imperative with the increased socio-cultural diversity among students in our schools at a time when governments increasingly require teachers to provide benchmark data in such areas as literacy and numeracy. Within the context of catering for a diverse range of students and guided by the principles and practices of inclusive education this course looks at ways teachers can operate collaboratively within whole-school policies to manage the learning environment and develop positive working relations with students. Effective relationships with students, fellow teachers, paraprofessionals, parents, interagency personnel and community resource people lie at the core of maximising the opportunities for all learners to reach their potential.


Building on the concepts and understandings in EDG2000 Design for Learning, this course will expand on the exploration of whole-site and individual-educator approaches to the establishment of inclusive learning environments. Awareness of how particular sites respond to particular features of their socio-cultural communities is explored through the lens of a social justice approach to meet the needs of diverse groups in contemporary education and community locations. Students will be required to demonstrate competence in constructing and implementing long term plans and associated assessment activities and procedures for the educational program in which they are involved. The skills, attitudes and behaviours that promote effective relationships and collaboration will be identified and practised. The course provides for 25 days of professional attachment to an identified school.


The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

  1. identify features of inclusive learning environments (Assignment 1 & 2)
  2. understand whole of site and community approaches to social justice in education (Assignment 1 & 2)
  3. design long term plans for inclusive teaching and learning and reflect on these in a systematic fashion (Assignment 2 and Professional Experience)
  4. demonstrate a range of inclusive and authentic assessment procedures to cater for the full range of students' diversity (Assignment 2 and Professional Experience)
  5. construct a range of assessment tasks with appropriate rubrics to assess student achievement (Assignment 2 & Professional Experience)
  6. understand the role and nature of norm-referenced benchmark testing in education (Assignment 1 & 2)
  7. demonstrate an understanding of how collaboration impacts on teacher roles and responsibilities in relation to students with diverse educational needs (Assignment 1 & 2 and Professional Experience)
  8. demonstrate a willingness and capacity to establish and maintain effective working relationships with students, parents and fellow staff in the professional experience context (Professional Experience)
  9. demonstrate knowledge of appropriate ICT uses for teaching and learning (Assignment 2 and Professional Experience)
  10. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)


Description Weighting(%)
1. Features of inclusive learning environments 10.00
2. Whole-school and community approaches to inclusivity and social justice 10.00
3. Plan inclusive long-term teaching episodes 10.00
4. Designing assessment tasks 10.00
5. Differentiating and negotiating assessment 10.00
6. Identifying assessment criteria and creating rubrics 10.00
7. Benchmarks and other forms of mandated assessment 10.00
8. The ecological context of professional work 10.00
9. Establishing, maintaining and repairing relationships and fostering a positive environment 10.00
10. Enhancing learning through working with parents and other community members: the pedagogy of relationships 10.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Dempsey, I. & Arthur-Kelly, M 2007, Maximising learning outcomes in diverse classrooms, Thomson Learning, South Melbourne.
  • Foreman, P. (Ed.) 2011, Inclusion in Action, 3rd edn, Cengage Learning, South Melbourne.
  • Friend, M & Cook, L 2010, Interactions: Collaboration skills for school professionals, 6th edn, Pearson, New Jersey.
  • Keefe, M., & Carrington, S 2007, Schools and Diversity, 2nd edn, Pearson Education Australia, New South Wales.
  • Wiggins, G., & McTighe, J 2005, Understanding by design, Expanded 2nd edn, Association for Supervision and Curriculum Development, Alexandria, VA.

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PROFESSIONAL EXPERIENCE 1 1 26 Feb 2013 (see note 1)
ASSIGNMENT 1 49 49 15 Apr 2013
ASSIGNMENT 2 50 50 03 Jun 2013

  1. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.

Important assessment information

  1. Attendance requirements:
    ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them including discussion fora, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

    ONLINE: There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.

  3. Penalties for late submission of required work:
    If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no examinations in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide.

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.

  2. IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information:
    *If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.