ESS540 Designing the Inclusive School (8)

This subject addresses the way schools/settings can be designed to be more responsive to individual difference. The subject will examine contemporary national and international literature on school reform, improvement, and organisational change as a context for the study of the way schools/settings can be designed for inclusion. The design approach employed in the subject applies principles derived from the study of self-organising systems and their application in education. The subject will focus on the way the schools/settings can self-organise and plan for learner diversity. Assessment items focus on the use of the principles and practice of self-organisation to design solutions and solve problems that relate to making schools/settings more inclusive.

Subject Outlines
Current CSU students can view Subject Outlines for recent sessions. Please note that Subject Outlines and assessment tasks are updated each session.


Session 2 (60)
Bathurst Campus

Continuing students should consult the SAL for current offering details: ESS540. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


School of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to analyse the reform context generating a set of drivers that account for the challenge of school reform and improvement;
  • be able to demonstrate an understanding of scale in school reform and improvement and what it means for a learning organization. Students will develop a set of characteristics of an inclusive school that should exist at scale across the organization;
  • be able to identify five design factors that would create better practice at scale in school design;
  • be able to explain how your design framework serve as a response to the issues described in your initial problem analysis;
  • be able to select an evidence-based whole school intervention that will be the target of reform at scale in a school or setting;
  • be able to apply the embedded design principle to a school commitment. This includes specifying the knowledge and skills required of teachers and the developmental career trajectory for teachers at the school/setting and the foci of the key areas for feedback associated with the commitment;
  • be able to build an emergent feedback model for Positive Behavioural Support (PBS);
  • be able to develop an organisational structure (network of teams) for decision-making in the school that is capable of supporting the commitment to evidence-based inclusive practice;
  • be able to frame the professional capacity building required within an embedded design framework to build teacher capacity with evidence-based practice that underpins the commitment;
  • be able to undertake a SWOT analysis that reflects all other outcomes in the subject including the reform context, getting to scale and the specifics of the design created; and,
  • be able to write a reflection that links their design effort to the broader focus of a multi-tiered approach to school design evaluating the design's merits/limitations in light of the issues, benefits and challenges associated with Multi-Tiered Approach (MTA).


This subject will cover the following topics:
  • The Reform Context
  • Getting to Scale
  • Design Theory
  • Response to the Problem
  • Instantiating Commitments
  • Applying Embedded Design
  • Emergent Feedback
  • Network of Teams
  • Professional Capacity Building
  • Analysing the Design
  • The Design and the Multi-Tiered Approach (MTA)


Current Students

For any enquiries about subject selection or course structure please contact Student Central or or phone on 1800 275 278.

Prospective Students

For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 275 278 (free call within Australia) or enquire online.

The information contained in the 2018 CSU Handbook was accurate at the date of publication: August 2018. The University reserves the right to vary the information at any time without notice.