EEP424 Pedagogies in Diverse Classrooms (8)

This subject develops teacher education students' understanding of issues that impact on students from diverse linguistic, cultural, religious and socioeconomic backgrounds. The need for all teachers to be able to recognise and respond appropriately to the needs and strengths of culturally and linguistically diverse students and effectively teach students for whom English is an Additional Language or Dialect (EAL/D) underpins the objectives of this subject and builds on the foundation of Critical Studies in Education.
Teacher education students will acquire the knowledge and skills necessary to create inclusive classrooms that promote student participation, engagement and success in school. In order to do this, the subject addresses a range of aspects of cultural diversity, multiculturalism, and their relationship to schooling in light of relevant state and national policies, with the aim of creating a more equitable and just society. This entails focussing upon curriculum planning and pedagogical practice that considers and responds to histories, cultures, and languages, cultural diversity, religion, and socioeconomic backgrounds, and differentiation of instruction to promote equity and excellence.
Teacher education students will be required to think ethically, sociologically and reflectively and develop an understanding of the interconnections between theory, research, teaching and learning to consider how schooling and teaching can contribute to a more equitable society. An examination of the ways in which empathy, values and ethical and intercultural understandings can be introduced and taught within the classroom environment will be considered in this subject.


Session 1 (30)
Bathurst Campus
Session 2 (60)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EEP424. 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

Assumed Knowledge

EEP425 or EEP505

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to identify how social policy and the provision of resources can be utilised to achieve inclusive and equitable education for students from diverse linguistic, cultural, religious and socioeconomic backgrounds;
  • be able to discuss ethical issues relating to education in a diverse Australian society and how they affect practices of inclusion, equity and achievement;
  • be able to justify pedagogical strategies that consider and address the strengths and eductional needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds including literacy and numeracy development;
  • be able to apply an inclusive approach to curriculum, classroom teaching and assessment by developing, differentiating/modifying and evaluating programs, strategies and resources to respond to diversity/multicultural perspectives; and
  • be able to reflect on how teachers in mainstream classrooms promote inclusive student engagement and participation.


This subject will cover the following topics:
  • Educational policy, resources and inclusive education
  • Social justice, equity and excellence
  • Culture, language and identity at school and the impact on student achievement
  • Multiculturalism, religious diversity, and intercultural understandings (empathy, human rights and anti-discrimination)
  • Socioeconomic diversity and inequality
  • Experiences of trauma and trauma-informed practice
  • Creating inclusive schools: High expectations relationships with students and partnerships with parents and the community
  • Creating inclusive classrooms: Culturally inclusive resources, curriculum teaching and assessment practices
  • Creating inclusive classrooms: Differentiation
  • Creating inclusive classrooms: Comparative religions education, antiracism education and citizenship education
  • Working effectively with EAL/D students

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EEP424 in Session 2 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Group discussion tasks
Discussion essay
Unit of learning activity & reflection

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.