There are many Internal and external variables in curriculum design to consider. Use this diagram to think about your design and use the links below to inform your design planning.
Intentional curriculum design seeks to provide an environment that respects and represents the multiple identities of the students we teach
Claudia teaches anatomy using a hands-on approach; she brings anatomy to life. By offering students a range of activities to explore the subject matter, from Plasticine, to body painting, to iPads; her students are able to select the activity that best suits their learning style; leading to deeper understanding and better results.
See Snapshots of inclusive teaching for more stories on innnovative practices.
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It is widely acknowledged nowadays that the first year experience at Univeristy will determine student success. The following resources support learning and teaching in the first year:
Inclusion is promoted if educators:
Are interested in us as people: our names, backgrounds, needs, learning styles, previous experience and knowledge.
Understand our circumstances i.e. we may be ‘time poor’.
Have good listening skills & communicate regularly with students.
Are able to handle conflict and uncomfortable situations.
Respect all individuals and groups equally and give equal time after class and during it.
Make effort to engage us in class, with content, assessment.
"The best way to accommodate diversity and translate this into sound pedagogy is through a greater understanding of the students and their circumstances"
Smith and Dalton (2005)
Resources to support pedagogy:
Course Guides provide you with a learning framework for each course.
The following resources support and are in addition to RMIT's Guidelines for Writing Course Guides.