ESS440 Teaching and Learning in the Differentiated Classroom (8)


This subject builds skills and practice that enables teachers to differentiate instruction in the inclusive classroom. This includes the design and delivery of approaches that actively engage students in the management of instruction. For example, explicit teaching and cooperative learning
are strategies that allow teachers to differentiate curriculum and cater for individual difference. Students will develop an understanding of inclusion that focuses on need and context rather than label and the ways in which inclusive classrooms are responsive to individual difference.

+ Subject Availability Modes and Location

Session 1
DistanceBathurst Campus
Session 3
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: ESS440
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:
- have clarified their current position on inclusion
- have made connections between the nature and needs of students served in an inclusive setting
and the realization of curriculum differentiation
- have gained a deeper understanding of the process of curriculum differentiation and their role in support of their colleagues
- apply the principles of two pedagogies of inclusion to their own lesson design and in doing so, situate these pedagogies within in their own practice and experience
- use assessment knowledge and applied skills in differentiated instruction to differentiate a unit of instruction for content, process and learning product
- reflect upon the process of curriculum differentiation and the role of teacher or consultant


The subject will cover the following topics:
-Inclusive studies that examine social, moral, cultural, legal, educational and political influences on the development of inclusive practices;
- curriculum differentiation
- Pedagogies of inclusion
- Instructional differentiation (process, product, content)
- Research-based literature that evaluates the efficacy of strategies and approaches in promoting inclusive practices - Principles of reflection in an inclusive context


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.