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.

Content

Topics will include:

·        The pre-service teachers’ prior experience of, and engagement with, Vocational Studies education

·        Vocational Studies curricula across Australia

·        The Victorian VCE Vocational Major and its components, including Literacy, Numeracy, Work Related Skills and Personal Development Skills

·        Theoretical frameworks associated with Vocational Studies teaching and learning, especially Applied Learning perspectives

·        Pedagogical approaches emblematic of Vocational Studies teaching and learning, especially Applied Learning perspectives

·        Planning and curriculum alignment

·        Planning for effective teaching and learning in junior secondary Vocational Studies education

·        Differentiated teaching in Vocational Studies

·        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 Vocational Studies teaching

·        Digital technologies for teaching/learning in Vocational Studies education

·        Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Vocational Studies education

·        Teacher-presented explanations

·        An introduction to assessment in junior secondary Vocational Studies education with particular emphasis on formative and diagnostic

·        Learning beyond the classroom

·        Student welfare and safety in the Vocational Studies education classrooms and typical Vocational Studies teaching/learning environments

·        Professional responsibilities and relationships

·        Professional associations and continued professional learning

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 to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. The teaching skills of planning and assessing, and ability to locate and synthesise information, will be developed through designing Vocational Studies 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 face-to-face lectures and/or online lectures (synchronous and asynchronous) 

·        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.

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.

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

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

• APST(GA)1.1

  Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

  Relevant Learning OutcomeLO2, LO3

• APST(GA)1.2

  Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

  Relevant Learning OutcomeLO2, LO3

• APST(GA)1.3

  Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

  Relevant Learning OutcomeLO2

• APST(GA)1.4

  Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

  Relevant Learning OutcomeLO2, LO3

• APST(GA)2.1

  Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

  Relevant Learning OutcomeLO1, LO2, LO3, LO4

• APST(GA)2.2

  Relating toOrganise content into an effective learning and teaching sequence.

  Relevant Learning OutcomeLO3

• APST(GA)2.3

  Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

  Relevant Learning OutcomeLO1, LO4

• APST(GA)2.4

  Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

  Relevant Learning OutcomeLO3

• APST(GA)2.5

  Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

  Relevant Learning OutcomeLO2, LO3

• APST(GA)2.6

  Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

  Relevant Learning OutcomeLO2

• APST(GA)3.1

  Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

  Relevant Learning OutcomeLO3

• APST(GA)3.2

  Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

  Relevant Learning OutcomeLO3

• APST(GA)3.3

  Relating toInclude a range of teaching strategies.

  Relevant Learning OutcomeLO2, LO3

• APST(GA)3.4

  Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

  Relevant Learning OutcomeLO2, LO3

• APST(GA)3.5

  Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

  Relevant Learning OutcomeLO2

• APST(GA)3.6

  Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

  Relevant Learning OutcomeLO3

• APST(GA)4.1

  Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

  Relevant Learning OutcomeLO2, LO3

• APST(GA)4.2

  Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

  Relevant Learning OutcomeLO3

• APST(GA)4.5

  Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

  Relevant Learning OutcomeLO3

• APST(GA)5.1

  Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

  Relevant Learning OutcomeLO2, LO4

• APST(GA)5.2

  Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

  Relevant Learning OutcomeLO4

• APST(GA)6.1

  Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

  Relevant Learning OutcomeLO1

• APST(GA)6.2

  Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

  Relevant Learning OutcomeLO1

• APST(GA)6.4

  Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

  Relevant Learning OutcomeLO1

• APST(GA)7.4

  Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

  Relevant Learning OutcomeLO1