Availabilities:
| Location | Domestic | International |
|---|---|---|
| Online | N/A |
Unit Summary
Unit aim
This unit expands on Curriculum Specialisation Units I & II in Science, HSIE or Performing Arts. Students acquire a deeper and more comprehensive theoretical and philosophical basis for understanding curriculum and pedagogy in their discipline area. They also consider their discipline’s key interdisciplinary relationships. Students draw on this theoretical basis to reflect critically on current developments and social issues in their discipline and to construct reasoned and professional responses.
Unit content
1. The theoretical and philosophical basis for teaching Science, HSIE or Performing Arts – significant developments since the 1990s.
- underlying philosophy and rationale of the curriculum
- historical development, aims, objectives and content of the Years 7–12 curriculum
- the place of the secondary curriculum in the continuum of learning in K–12
2. Contemporary pedagogical frameworks in secondary Science, HSIE or Performing Arts teaching: National and International Case Studies.
-
Applying pedagogical theory for the development of effective:
- lesson planning and program development
- integration of new and emerging technology into teaching and learning strategies
- application of the NSW DEC Quality Teaching Model and other pedagogical models into teaching and learning.
3. Contemporary professional perspectives in secondary Science, HSIE or Performing Arts: critically evaluating dissenting voices.
- The role and emerging themes of professional fora, and appropriate professional responses.
- The roles, resources and teacher support provided by organisations such as Australian Curriculum, Assessment and Reporting Authority (ACARA), the NSW Board of Studies, NSW Department of Education and Communities (DEC) and the federal Ministerial Council on Education, Employment, Training, and Youth Affairs (MCEETYA).
4. Implications of contemporary societal issues for teaching secondary Science, HSIE or Performing Arts: emerging conceptions of “discovery” and “citizenship”.
5. Critical thinking, argument and justification in Science, HSIE or Performing Arts: Discipline-specific traditions.
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: | |
|---|---|
| 1 | Critically engage with the theoretical and philosophical bases of teaching Science, HSIE or Performing Arts, and discuss their impact upon the current Years 7–12 curriculum. |
| 2 | Articulate a range of differing views on contemporary professional issues in Science, HSIE or Performing Arts, and choose a reasoned and defensible position. |
| 3 | Develop skills in argument, critical analysis and justification by constructing a professional proposal for the inclusion of a significant contemporary issue in the current senior school curriculum, providing evidence to support assertions. |
| 4 | Critically evaluate current curriculum, syllabus and support documents for their capacity to account for issues involved in learning in the 21st Century. |
| 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:
- Critically engage with the theoretical and philosophical bases of teaching Science, HSIE or Performing Arts, and discuss their impact upon the current Years 7–12 curriculum.
- Articulate a range of differing views on contemporary professional issues in Science, HSIE or Performing Arts, and choose a reasoned and defensible position.
- Develop skills in argument, critical analysis and justification by constructing a professional proposal for the inclusion of a significant contemporary issue in the current senior school curriculum, providing evidence to support assertions.
- Critically evaluate current curriculum, syllabus and support documents for their capacity to account for issues involved in learning in the 21st Century.
- Demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.
Prescribed texts
- No prescribed texts.