This unit adopts a case approach to learning requiring students to engage in case critique with a view to building a curriculum decision making and leadership platform on which to review and reconstruct their own professional practices, using an action learning, self-audit process.

Module One will interrogate theories of curriculum development and differentiation within local and global contexts with a view to exposing a range of orientations to curriculum construction that are:

responsive to the diverse needs of learners within primary classes, culturally inclusive and responsive in intent, constructions of knowledge and pedagogies; and ensure that all students have equal and full access to quality learning experiences that maximise each student's full learning potential.

Module Two will scaffold the pre-service teacher's capacities to design a differentiated unit of work based on the ideals of Module One within a specific classroom context and engage in ongoing peer review presentations throughout the process.  The unit of work can be planned within one learning area or across learning areas, and should reflect a developmental sequence of learning episodes catering for the differentiated learning needs of a group of students or a whole class of students.

Module Three will place the pre-service student in a classroom context for twenty days to:

1. implement the differentiated curriculum unit of work;
2. evaluate the effectiveness of the design in relation to its impact on student learning, its capacity to cater for the diverse range of learners within the classroom; and
3. to reflect on the degree to which it was culturally inclusive and responsive to maximise learning for all students.