Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the junior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.
Pre-service teachers will study the junior secondary in the area of study curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of teaching in the area of study. Pre-service teachers will explore theoretical frameworks associated with teaching and learning in area of study education. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging learners and to meet the learning needs of diverse students. An introduction to assessment, in particular diagnostic and formative, is undertaken. They will learn to compose good questions, tasks and develop skills to shape the dialogic talk of the classroom. Focusing on the detailed planning of a short series of lessons, pre-service teachers will learn to structure lesson sequences within units of work in order to demonstrate a knowledge of curriculum and learning theory. They will engage in micro-teaching to practice engaging students and guiding the classroom discourse.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching in the area of study at a junior secondary level.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Plan and devise a structured learning program in j...
Learning Outcome 01
Critically analyse and develop a range of approach...
Learning Outcome 02
Describe, design and evaluate a variety of pedagog...
Learning Outcome 03
Identify and explain the use of linguistic resourc...
Learning Outcome 04
Synthesise and critically reflect upon the profess...
Learning Outcome 05
Content
Topics will include:
- The pre-service teachers’ prior experience of, and engagement with education in the discipline area
- The Australian junior secondary curriculum in the discipline area, including general capabilities and cross-curriculum priorities, focusing on appropriate state/jurisdictional expectations, syllabi and guidelines
- Theoretical frameworks associated with the discipline area teaching and learning
- Pedagogical approaches emblematic of the discipline area teaching and learning
- Planning and curriculum alignment
- Planning for effective teaching and learning in the junior secondary discipline area
- Differentiated teaching in the junior secondary discipline area
- Needs of learners from diverse cognitive, physical, social and cultural backgrounds
- Needs of learners from Aboriginal and Torres Strait Islander backgrounds
- Incorporating literacy and numeracy in teaching
- Digital technologies for teaching/learning in the junior secondary discipline area
- Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in the discipline area
- Teacher-presented explanations
- An introduction to assessment in junior secondary discipline area education with particular emphasis on formative and diagnostic
- Learning beyond the classroom
- Student welfare and safety in the classroom and typical teaching/learning environments particular to the discipline area
- Professional responsibilities and relationships
- Professional associations and continued professional learning
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Assessment Task 1, pre-service teachers will analyse and reflect on their prior knowledge of the junior area of study curriculum and perform a skills audit to develop a professional learning plan. Through completing Assessment Task 2, the pre-service teacher will demonstrate an understanding of how to sequence appropriate learning experiences in a junior area of study lesson. In Assessment Task 3, the pre-service teacher locates appropriate video excerpts to support an evidence-based microteaching portfolio. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.
Assessment in this unit includes a Critical Task, Task 2: Observation and Targeted Lesson Plan. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified in this task and attain an overall score of at least 50 per cent in the task. In order to pass this unit, pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks, obtaining a combined score of at least 50 per cent.
Overview of assessments
Assessment Task 1: Analysis of the Curriculum: An...
Assessment Task 1: Analysis of the Curriculum: Analysis, skills audit and professional learning plan
Analyse the secondary 7-10 area of study curriculum and associated content and skills. Then use this analysis to then conduct a self-audit to identify potential gaps or weaknesses in the required knowledge and skills to teach junior secondary area of study education.
In the context of this analysis, position yourself as a area of study teacher within contemporary Australian society and then describe the unique professional position, influence and responsibilities that one has.
Commence the design of a professional learning plan to address potential gaps or weaknesses (the plan will be elaborated in later units). Preface the plan with a rationale for continued professional learning and implications for student learning, the use of the Australian Professional Standards for Teachers in identifying professional learning and sources of professional learning (in school and external) for your learning plan.
Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.
40%
Assessment Task 2: Lesson Planning Critical Task...
Assessment Task 2: Lesson Planning
Critical Task
Develop a research-informed teaching and learning plan outlining a sequence of learning experiences in area of study education
Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.
40%
Assessment Task 3: Microteaching portfolio A sel...
Assessment Task 3: Microteaching portfolio
A selection of 4 video excerpts that illustrate a capacity to present explanations and also provide clear instructions and ask meaningful questions interactively.
Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.
20%
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. It is designed to build the pre-service teacher’s understanding of teaching strategies designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Teaching skills of planning and assessing, and ability to locate and synthesise information will be developed through designing the area of study lessons. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
The teaching and learning strategy described above will use an appropriate selection of approaches, including, for example:
- Weekly lectures (synchronous and asynchronous)
- Hands-on discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: