![]() For example, the phrase “boys will be boys” shouldn’t be used to justify sexism or aggression. Use language that promotes positivity and doesn’t reinforce existing stereotypes.This conversation shouldn’t just be limited to words - in order to make effective change, you need to take practical steps to address inequality when you encounter it, such as: As a school leader, you’re in a position to lead the conversation and inspire others in the school to take action. The more diversity is a topic of discussion in your school, the less students and teachers will hesitate to address it. Part of supporting diversity in the classroom is creating a safe space for students and educators to talk about how issues of discrimination affect them on a personal, classroom- and school-wide level. When you know your students and understand their strengths and weaknesses, you’re better equipped to help build a safe and secure learning environment, where all of them can thrive. If students see that you’re invested in school culture, they’ll be more likely to also participate. Participate in school events and visit different clubs or after-school activities. Encourage them to come to you with any questions or concerns, and work with them to promote diversity in the classroom. Communicate your vision and goals for the school to your teachers.Let students know that they can approach you with problems (or just to say hello), and then follow through on what they come to you with. Schedule time out of your day to visit classrooms or walk through the halls.With everything that you have to keep track of and work on, it might be difficult to find the time to intentionally build relationships with students - especially if you’re new to the school or to a leadership position. Take the time to learn about your students: Where do they come from? What kind of socio-economic situation do they live in, broadly speaking? Are they meeting academic achievement standards, or are they struggling? Do they get along with their peers? The University reserves the right to amend or remove courses and unit availabilities, as appropriate.All the students in your school are unique individuals, so use that fact to build a diverse and inclusive school culture. Required readings will be listed in the unit outline prior to the start of classes. View the lecture timetable | View the full unit timetable Teaching AssessmentĪttendance (20%)|Direct Observations of Clinical Encounters (DOCEs) (40%)|Test or quiz (40%) ![]() ![]() Please note: international students should refer to What is an indicative Fee? to get an indicative course cost. If you have any questions in relation to the fees, please contact UConnect or more information is available on StudyAssist. demonstrate introductory skills with conducting and reporting on social observation of how policing and security processes and systems are organised/structured in public spacesĪpproved Pathway Course Student Contribution 2,3ġ Please refer to more information on student contribution amounts.Ģ Please refer to more information on eligibility and Approved Pathway courses.ģ Please refer to more information on eligibility for HECS-HELP.Ĥ Please refer to more information on eligibility for FEE-HELP.practice and develop professional writing conventions and demonstrate the skill of critical analysis in written text.demonstrate critical engagement with the impact that policing can have on victims/offenders.Note census date cutoff is 11.59pm AEST (AEDT during October to March). Finalised census dates for 2023 will be available from the 1st October 2022. ![]() Unit census dates currently displaying for 2023 are indicative and subject to change. * 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). A unit offered to both attending students and by distance from the same campus is identified as having both modes of study. A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). ![]() Please check that your computer meets the minimum System Requirements if you are attending via Distance/Off-Campus. It provides knowledge around contemporary ways of doing policing work, the primary organisations and partnerships involved with policing, and critical discussion of the impact of elements of policing work on victims/offenders. This unit follows on from HSP108 What is Policing. This unit provides students with an understanding of the the complex contexts of diversity that can inform policing practice in productive and unproductive ways. ![]()
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