| K1 | <p>Identify specific international and national documents that influence legislation and inclusion in educational settings.</p> |
| K2 | <p>Identify and describe a range of evidence based inclusive teaching and learning strategies and pedagogies that support students with a range of abilities and interests, including students with special needs and disability.</p> |
| K3 | <p>Explain the legislative requirements for modifications and adjustments to make education accessible.</p> |
| K4 | <p>Explore a range of resources and support networks for diverse learners.</p> |
| K5 | <p>Explain the theory and functioning of effective multi-tiered systems of support in educational settings.</p> |
| K6 | <p>Explore the role of teacher student relationships in the development of inclusive classroom environments.</p> |
| K7 | <p>Explore evidence-based approaches to effectively support students with high-prevalence needs and disabilities in Australian classrooms, by selecting and implementing appropriate strategies, adjustments and interventions that promote inclusion and learning success.</p> |
| S1 | <p>Examine and articulate specific elements of legislation that inform inclusive education.</p> |
| S2 | <p>Respond to identified learning needs to create specific goals, which use a range of inclusive teaching, learning and assessment strategies to support participation and engagement of all learners.</p> |
| S3 | <p>Recognise the importance of inclusive pedagogies and strategies in planning for teaching, learning and participation.</p> |
| S4 | <p>Identify evidence- based strategies and approaches to cater for specific needs and disabilities and deliver high quality differentiated teaching practices with fidelity at a classroom level.</p> |
| A1 | <p>Consolidate and synthesize knowledge of legislation requirements through the linking of theory and practice in inclusive education.</p> |
| A2 | <p>Justify specific pedagogies and strategies to support full participation.</p> |
| A3 | <p>Create achievable learning goals, including achievable challenges, for effective Individual Learning Plans (ILPs) informed by authentic learner profiles.</p> |
| A4 | <p>Plan and develop lesson sequences that investigate, create and inform a range of learning and assessment opportunities for a range of student abilities, focusing quality differentiated teaching practice (tier 1) interventions and strategies.</p> |