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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Introductory

Former School/College

Former School of Education

Unit aim

Introduces students to key issues associated with being a professional in education and care in the 21st century. Students are introduced to the knowledge, skills, values and attitudes that will be required throughout their degree program as well as in their future careers. A particular emphasis is placed on reflective practice as the cornerstone of quality teaching and learning.

Unit content

Module 1

Topic 1.1 Being a teacher in the 21st century

  • Unpacks the conceptual map of the unit
  • Role of the teacher – attributes of ‘quality’ teachers
  • Underpinning philosophy of student/child focused practice
  • Role of reflective practice in the professionalisation of teachers (AITSL Standards)
  • Lifelong learning – knowledge, skills, attributes, values

Topic 1.2 Introduction to curriculum

  • Definitions of the term – origins, meaning etc.
  • Curriculum as process and product
  • Models of curriculum
  • The hidden curriculum

Topic 1.3 Introduction to pedagogy

  • Definitions of the term – origins, meaning etc.
  • Models of pedagogy
  • The importance of pedagogy
  • Attributes of quality teaching (pedagogy)

Topic 1.4 Building relationships

  • With children/students – what do they tell us?
  • With parents and carers
  • With colleagues
  • With the wider community

Topic 1.5 Legal and ethical issues in education

  • Ethics as relationships
  • Difference between a legal and ethical responsibility and practices
  • Shifting the lens from ‘vulnerable’ to ‘capable’
  • NCRoC rights and responsibilities – protection, provision, participation

Module  2

Topic 2.1 History of teaching in Australia (early childhood, primary and secondary)

  • Historical overview of the evolution of teaching and associated systems
  • Chronological review of the purposes and nature of education
  • Residual effects of this history – sectorial binaries, funding, teacher status, etc.
  • Professionalisation of teaching
  • Locates current context in an historical background

Topic 2.2 Being inclusive by embracing diversity

  • Diversity – social and cultural influences
  • Exploration of the ways children/students can be deemed ‘different’
  • Inclusivity – teachers responses to difference
  • Policies that inform inclusive practices
  • Case studies of responses to difference and diversity

Topic 2.3 Curriculum in context (early childhood, primary and secondary)

  • Teachers as critical consumers of curriculum
  • National and State curriculum frameworks (with a focus on NSW and QLD)
  • Context specific curriculum documents (syllabi)

Topic 2.4 Pedagogy in context (early childhood, primary and secondary)

  • Approaches to teaching and learning
  • Course specific models or case studies of pedagogy
  • Articulating a pedagogical approach – philosophy

Topic 2.5 Education as a context of continual change

  • Recent changes/innovations – why change, why now?
  • Identify the ‘drivers’ of change (national and state with a focus on NSW and QLD)
  • How do teachers manage change?
  • The role of reflective practice in making decisions about change and innovation

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 reflect critically on the key dimensions of ‘being a teacher’ in the 21st century
2 identify important historical developments that have shaped current educational policy and practice for early childhood, primary and secondary education
3 acknowledge the role of reflective practice in shaping professional practice and knowledge
4 identify how ‘pedagogy’ and ‘curriculum’ are evidenced in current contexts of education for early childhood, primary and secondary education
5 reflect on the knowledge, skills, attitudes and values that influence and inform teaching and learning for early childhood, primary and secondary education
6 discuss the legal and ethical dimensions of a career that involves working closely with children, young people and their families.

On completion of this unit, students should be able to:

  1. reflect critically on the key dimensions of ‘being a teacher’ in the 21st century
    • GA1:
    • GA4:
  2. identify important historical developments that have shaped current educational policy and practice for early childhood, primary and secondary education
    • GA1:
    • GA4:
  3. acknowledge the role of reflective practice in shaping professional practice and knowledge
    • GA4:
    • GA5:
  4. identify how ‘pedagogy’ and ‘curriculum’ are evidenced in current contexts of education for early childhood, primary and secondary education
    • GA1:
    • GA4:
  5. reflect on the knowledge, skills, attitudes and values that influence and inform teaching and learning for early childhood, primary and secondary education
    • GA1:
    • GA5:
  6. discuss the legal and ethical dimensions of a career that involves working closely with children, young people and their families.
    • GA3: