This unit is designed for students who wish to gain experience and skills to prepare them for teaching in rural locations within Tasmania, or remote locations in other Australian states or international locations, where schools may be small and classes comprised of several grade levels. The unit is taught in 3 modules: Cultural and social dimensions of teaching in rural and remote communities, including language challenges and cultural adaptability; strategies for working effectively with the community; and differentiating curriculum for multi-grade classrooms.
|Unit name||Teaching in Rural and Remote Locations|
|College/School||College of Arts, Law and Education
Faculty of Education
|Coordinator||Ms Rebecca Gray|
|Available as an elective?||Yes|
|Delivered By||University of Tasmania|
|Location||Study period||Attendance options||Available to|
- International students
- Domestic students
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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.
|Study Period||Start date||Census date||WW date||End date|
* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).
Unit census dates currently displaying for 2022 are indicative and subject to change. Finalised census dates for 2022 will be available from the 1st October 2021. Note census date cutoff is 11.59pm AEST (AEDT during October to March).
- identify and analyse practical and ethical issues related to a teachers work in socio-economically and culturally diverse communities, including remote indigenous communities.
- discuss and evaluate key cultural features of community identity, including indigenous perspectives.
- examine and apply a range of strategies to differentiate curriculum to meet the needs of a diverse range of students.
- engage with the literature which informs the theoretical frameworks for leadership and learning in communities of inquiry and use multiple source types to evaluate different perspectives.
|Field of Education||Commencing Student Contribution 1||Grandfathered Student Contribution 1||Approved Pathway Course Student Contribution 2||Domestic Full Fee|
1 Please refer to more information on student contribution amounts.
2 Please refer to more information on eligibility and Approved Pathway courses.
3 Please refer to more information on eligibility for HECS-HELP.
4 Please refer to more information on eligibility for FEE-HELP.
Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.
|Assessment||Test or quiz (5%)|Plan (50%)|Discussion Posts (online) (45%)|
|Timetable||View the lecture timetable | View the full unit timetable|
Required readings will be listed in the unit outline prior to the start of classes.
|Links||Booktopia textbook finder|
The University reserves the right to amend or remove courses and unit availabilities, as appropriate.