| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Inclusive teaching practices in adult education |
| Unit ID: | EDTAS3003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070109 |
| Other Change: | |
| Brief description of the Unit |
Inclusive teaching practices in adult education aims to explore diversity and inclusive teaching strategies, practices and curriculum development that include using adult learning theories, learner centred approaches and implementing culturally responsive teaching methods. The unit explores the barriers to learning, communication and intercultural competence, ensuring a safe and respectful learning environment and encouraging Lifelong Learning and self-reflection on diversity and inclusion. The unit is suitable for those working as teachers in the Vocational Education and Training sector (VET) and the Adult Education Sector including Adult and Community Education (ACE). |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Develop an understanding of diversity and its impact on adult learning. |
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| K2. | Develop adaptable curricular and assessment methods to reflect diverse needs. |
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| K3. | Identify and address barriers to participation and success in diverse adult educational settings. |
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| K4. | Develop and apply inclusive teaching strategies that accommodate diverse learning preferences. |
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| Skills: |
| S1. | Critically reflect on the significance of diversity in adult education, including cultural, linguistic, socioeconomic and abilities based differences. |
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| S2. | Use culturally responsive pedagogy to interpret learners background and experience into the curriculum. |
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| S3. | Identify and address barriers to participation and success in diverse educational settings. |
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| Application of knowledge and skills: |
| A1. | Apply inclusive teaching practices that support all learners. |
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| A2. | Critically reflect on a situation to further develop understandings of the learning process for adult learners with diverse needs. |
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| A3. | Design materials and processes that support a safe and supportive learning environment where all learners feel valued and encouraged. |
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| Unit Content: |
Topics will include: How teaching strategies, theories and practices are used to understand and engage diverse learners in the adult education setting. Students will explore and examine relationships between different diverse groups and their impact on teaching strategies and practices. Students will critique how diversity can influence learning styles, participation and engagement and how to develop teaching strategies and materials to address the needs of individuals. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S2, S3 | Analyse and develop an inclusive learning strategy for a diverse adult learner. • Identify key challenges the learner may face in an adult education setting. • Develop a personalised learning strategy that addresses these challenges, including: - Teaching approaches
- Support mechanisms
- Assessment accommodations
- Inclusive classroom practices
- Tailored learning materials
Justify your choices based on adult learning theories and best practices in inclusive education. | Case Study Analysis | 40-60% | | 2. | S1, A1, A2, A3 | Design an inclusive lesson plan that caters to diverse adult learners and reflect on your approach. | Inclusive Lesson Plan | 40-60% |
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