Availabilities:
| Location | Domestic | International |
|---|---|---|
| Online | Session 2 | N/A |
Unit Summary
Unit type
UG Coursework Unit
Credit points
12
AQF level
Level of learning
Advanced
Former School/College
Pre-requisites
Unit aim
This unit builds on Advanced Secondary Curriculum & Pedagogy I to extend students’ understanding of secondary teaching and learning in Science, HSIE or Performing Arts. Students acquire a deeper and more comprehensive theoretical basis for understanding teacher development and learner differentiation in their discipline. They critically evaluate assessment practices and construct innovative and differentiated solutions to respond to social and cultural diversity. As a capstone curriculum and pedagogy subject, students reflect deeply and individually on theory and research to position themselves as a beginning teacher in their chosen discipline.
Unit content
1. Implications and applications of contemporary philosophical and theoretical perspectives in Science, HSIE or Performing Arts
- Examining evidence of mechanisms that allow discipline-specific developments to impact upon secondary Science, HSIE or Performing Arts teaching
- Appropriate professional responses to discipline-specific advances.
2. Assessment of 21st century knowledge: evaluating, judging and justifying contemporary assessment practices
- Deploying current pedagogical theory in the development of assessment
- Integration of new and emerging ICT for ongoing formative assessment
- Strategies for assessing students with different learning needs
- Strategies for assessing Aboriginal and Torres Strait Islander students
- Strategies for assessing culturally diverse learners
- Strategies for assessing students with challenging behaviours
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.
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | Demonstrate a critical understanding of specific discipline philosophies and theories; and articulate a coherent explanation of how they connect to and influence classroom pedagogy. | |||||||
| 2 | Critically evaluate assessment strategies in existing curriculum and support documents in the context of learning in the 21st Century. | |||||||
| 3 | Generate innovative assessment solutions to cater for: learner differentiation; Aboriginal and Torres Strait Islander students; cultural diversity; and students with behavioural challenges. | |||||||
| 4 | Demonstrate skills in evaluation, judgement and justification. | |||||||
| 5 | Demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession. | |||||||
On completion of this unit, students should be able to:
-
Demonstrate a critical understanding of specific discipline philosophies and theories; and articulate a coherent explanation of how they connect to and influence classroom pedagogy.
- GA1:
- GA4:
- GA6:
-
Critically evaluate assessment strategies in existing curriculum and support documents in the context of learning in the 21st Century.
- GA4:
-
Generate innovative assessment solutions to cater for: learner differentiation; Aboriginal and Torres Strait Islander students; cultural diversity; and students with behavioural challenges.
- GA2:
- GA5:
- GA7:
-
Demonstrate skills in evaluation, judgement and justification.
- GA6:
-
Demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.
- GA6:
Prescribed texts
- No prescribed texts.