This essay explores the understandings of diversity, equity and inclusion in relation to the Australian Curriculum and their significance when teaching the Humanities, Health and Physical Education. This essay also reflects some of the responses in relation to the two quote prompts specified by Marsh (2011) and Benn (2012). It also depicts the key themes and issues related with diversity, inclusion and equity and also make connections when teaching Humanities, Health and Physical Education.
Inclusion is described as a value or an attitude (Tripp, 2007). Kunc (1992) described inclusion means that all students are included meaningfully. But UNESCO (2005) addressed that inclusion means addressing and responding all learners in spite of diverse …show more content…
It is a known fact that the Australian Curriculum meet the learning needs of all students with disability, gifted and talented students, and students for whom English is an additional language or dialect through three-dimensional design and outlined as ‘promote personalised learning that aims to fulfil the diverse capabilities of each young Australian’ (MCEETYA, 2008, p.7). It also provides flexibility with the provision of options like learning areas, multiple year levels or by year level across learning areas. At present, teachers educate students differing in culture, language, abilities, and many other characteristics (Gollnick & Chinn, 2002) by practicing culturally responsive pedagogy. The cross-curriculum approach supports community –centred approach mainly in multicultural metropolitan area schools to celebrate the benefits of diversity including Indigenous Australian groups within communities. When teaching humanities, students are exposed to diverse cultures/ communities and they learn the awareness of unfamiliar things like social, racial and ethnic beliefs which is an important part of the curriculum and as a result the misunderstandings, disruptive behaviours like bullying within them can be avoided. When teaching physical education, students learn the movement …show more content…
Equity means providing equal opportunities to meet the needs for all diverse students including religion, ethnicity, social class, culture, gender, disability and economical status. When teaching physical education, students are encouraged to engage critically in theoretical differences to improve equity within them. Teacher should practice different kinds of equity assumptions in the PE (Physical Education) class by taking behaviour management, gender/age differences or ability groups into consideration. Equal opportunities, equality and accepting similarities and differences should be the major talk in the PE sessions (Penney, 2002). Some of the issues related in delivering equity in schools are: PE teachers struggling to deliver inclusive practices, ill- equipped and being unfair by changing the needed provisions for the specific needed students (Flintoff 2008; Fitzgerald 2004; Morely 2005; Penney and Harris 1997). Physical education teachers need to practice equity for students: with delayed motor developments, girls who are biologically different from boys, from indigenous Australian groups, having English as second language, from specific religions and disabled students. As suggested by Flintoff and Scraton (2006), PE educators need to aim to acknowledge and celebrate all differences while promoting changes in physical education and sport such as indigenous movement forms, aerobics and dance appropriate to specific cultural and
Inclusion is described as a value or an attitude (Tripp, 2007). Kunc (1992) described inclusion means that all students are included meaningfully. But UNESCO (2005) addressed that inclusion means addressing and responding all learners in spite of diverse …show more content…
It is a known fact that the Australian Curriculum meet the learning needs of all students with disability, gifted and talented students, and students for whom English is an additional language or dialect through three-dimensional design and outlined as ‘promote personalised learning that aims to fulfil the diverse capabilities of each young Australian’ (MCEETYA, 2008, p.7). It also provides flexibility with the provision of options like learning areas, multiple year levels or by year level across learning areas. At present, teachers educate students differing in culture, language, abilities, and many other characteristics (Gollnick & Chinn, 2002) by practicing culturally responsive pedagogy. The cross-curriculum approach supports community –centred approach mainly in multicultural metropolitan area schools to celebrate the benefits of diversity including Indigenous Australian groups within communities. When teaching humanities, students are exposed to diverse cultures/ communities and they learn the awareness of unfamiliar things like social, racial and ethnic beliefs which is an important part of the curriculum and as a result the misunderstandings, disruptive behaviours like bullying within them can be avoided. When teaching physical education, students learn the movement …show more content…
Equity means providing equal opportunities to meet the needs for all diverse students including religion, ethnicity, social class, culture, gender, disability and economical status. When teaching physical education, students are encouraged to engage critically in theoretical differences to improve equity within them. Teacher should practice different kinds of equity assumptions in the PE (Physical Education) class by taking behaviour management, gender/age differences or ability groups into consideration. Equal opportunities, equality and accepting similarities and differences should be the major talk in the PE sessions (Penney, 2002). Some of the issues related in delivering equity in schools are: PE teachers struggling to deliver inclusive practices, ill- equipped and being unfair by changing the needed provisions for the specific needed students (Flintoff 2008; Fitzgerald 2004; Morely 2005; Penney and Harris 1997). Physical education teachers need to practice equity for students: with delayed motor developments, girls who are biologically different from boys, from indigenous Australian groups, having English as second language, from specific religions and disabled students. As suggested by Flintoff and Scraton (2006), PE educators need to aim to acknowledge and celebrate all differences while promoting changes in physical education and sport such as indigenous movement forms, aerobics and dance appropriate to specific cultural and