EEP427 Social Justice, Ethics and Inclusion in Classroom Practice (8)

In this subject teacher education students will acquire the knowledge and skills necessary to create inclusive classrooms that promote participation, engagement and success in primary school contexts. In order to do this, the subject requires teacher education students to think critically about a range of social justice topics such as human rights, multiculturalism, equality, racism, bias, and discrimination. Students consider how policy, curriculum planning and pedagogical practice can effectively respond to a diversity of histories, languages, cultures, religions, socio-economic backgrounds and experiences of wellbeing and trauma to achieve school outcomes that reflect equity and excellence. Also, this subject introduces principles and practices that support differentiated learning as well as exploring ways in which ethical and intercultural understandings, including empathy, can be included within the classroom environment.


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

Continuing students should consult the SAL for current offering details: EEP427. 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 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 educational needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds including literacy and numeracy development;
  • be able to demonstrate 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:
  • Aims and purposes of education
  • Ethics: Ethical principles and decision making in education
  • Educational policy, resources and inclusive education: Social justice, equity and excellence
  • Culture, language, gender and identity at school and the impacts on student achievement
  • Multiculturalism, religious diversity, and intercultural understandings (empathy, human rights and anti-discrimination)
  • Socioeconomic diversity and inequality
  • 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: Experiences of trauma and trauma-informed practice
  • Working effectively with EAL/D students (reading on understanding second language acquisition and language demands in the mainstream classroom)

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EEP427 in Session 2 2020. 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
Critical reflection
Unit of learning

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.