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Inclusive Curriculum Policy

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Section 1 - Purpose and Context

(1) Nil.

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Section 2 - Definitions

(2) Nil.

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Section 3 - Policy Statement

(3) The University of Western Sydney (UWS) has established a reputation of enrolling and catering for students from a wide range of backgrounds. Through its Mission, Vision and Plans, the University is committed to social justice, access and equity, in all its activities.

(4) In particular, the University is committed to the provision of special pro-active measures to assist disadvantaged groups of students and staff to achieve equal opportunity in employment and education. Examples of such groups are:-

  1. Women in non-traditional areas
  2. People from language backgrounds other than English/international students
  3. People with disabilities
  4. Indigenous Australians
  5. Rural and isolated students
  6. Students from low socio-economic backgrounds
  7. Mature age students
  8. Other groups identified as under-represented in tertiary education

(5) Accordingly, the University affirms its commitment to inclusive curriculum referred to in its Disability Policy and Action Plan, and makes explicit mention of this commitment in publicity materials as appropriate.

(6) Inclusive Curriculum is a strategy to increase student access, participation and success in education, through the embedding of a set of practices and principles relating to unit and course content, teaching methods and assessment.

(7) The adoption of an inclusive curriculum approach provides a positive and pro-active response to a diverse student profile, and focuses on changing the culture of exclusion, while supporting initiatives to address the specific and/or exceptional needs of all persons.

(8) The Principles and Guidelines below are to be read in conjunction with all other UWS Policies and Plans.

Part A - Major Principle

(9) All courses and programs at the University of Western Sydney will be developed as Inclusive Curricula, which:

  1. values the culture, background and experience of all students;
  2. is inclusive of gender, culture, Aboriginal and Torres Strait Islander history and cultures, sexualities and differences related to disability and socio-economic background, and supports the teaching and learning needs of these students;
  3. makes explicit the rationales underpinning course design, objectives, content and assessment methods;
  4. is responsive to the knowledge base of staff and students.
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Section 4 - Procedures

(10) Nil.

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Section 5 - Guidelines

(11) The adoption and implementation of these guidelines will be enhanced by consultation with respective Indigenous Australian Units, a Disability Advisor, Equity Advisers, and other related support offices and staff within the University.

Part B - Institutional Aspects

Admissions

(12) All admission requirements specified in course and unit approval documentation should reflect the needs, attributes and diversity of potential students within the identified marketplace, accompanied by discussion on any particular requirements of the profession concerned.

(13) In recognition of prior-learning and other experiences, alternative pathways of entry should be available in all courses to people from diverse cultural, social and educational backgrounds.

(14) The Admission Policy for all courses should reflect UWS priorities and targets as published in access and equity plans.

Curriculum Development and Review

(15) Course structures should provide equal opportunity for all students.

(16) Course and unit proposals should outline ways in which the course will address issues such as the needs of diverse groups, access and equity, cross-cultural perspectives and social justice.

(17) Although the course design will recognise the individual needs of the profession concerned, it will also recognise the needs of the diverse student population in meeting the academic requirements of the award.

(18) Unit outlines should identify the strategies which will address the educational requirements of the diverse population requirements of the diverse population recognised in this document.

Assessment

(19) Unit assessment items and alternative methods of assessment for students with individual requirements should be determined in accordance with the objectives of the unit of study.

(20) The choice of assessment items and techniques in all existing units should be reviewed in the context of these guidelines.

Staff Development

(21) Academic Plans should include provision for professional development activities on the implementation of inclusive curricula practices, and be appropriately resourced.

(22) All newly appointed academic staff should be required to participate in variety of diversity workshops, and as part of academic unit strategic planning, there should be a commitment for ongoing staff to attend such workshop.

Promotion

(23) That research and innovative teaching practice based on inclusive curriculum principles be more explicitly recognised and valued in the University’s academic promotion process.

Resourcing

(24) That inclusive curriculum be recognised in the funding allocation process

Evaluation

(25) That the implementation of inclusive curriculum through the course and unit approval process be monitored and evaluated over time with an annual report provided to Academic Senate at its final meeting each year. The latter should also be aligned with the DEEWR reporting process.

Part C - Pedagogical Aspects

(26) That inclusive curriculum principles be incorporated into all relevant current and future University Policies and Strategies.

(27) That the Inclusive Curriculum Checklist1 (Appendix A) be included in all unit and course accreditation procedures.

(28) That discipline/area study specific inclusive curriculum guidelines be developed.

(29) That inclusive curriculum principles be incorporated into other curriculum and teaching professional development activities.

Part D - Appendices

(30) Inclusive Curriculum Checklist - sample document 1

(31) UWS Inclusive Language Policy

(32) UWS Equal Opportunity Policy

Acknowledgement

(33) The Checklist sample document is from the Victoria University of Technology (VUT).