Available in 2021
Course code



10 units


1000 level

Course handbook


This course provides an introduction to curriculum studies as a field of scholarly inquiry and professional practice. The course extends upon curriculum studies to explore how the Stage 4 and 5 curriculum manifests within the students' major specialisation. The course explores conceptual frameworks for understanding curriculum, pedagogy and assessment discourse and design. It will introduce students to lesson planning formats, and assist them to begin building a pedagogical repertoire relevant to the New South Wales and National Curriculum requirements of their major teaching specialisation.

Availability2021 Course Timetables


  • Semester 1 - 2021


  • Semester 1 - 2021

Replacing course(s)

This course replaces the following course(s): EDUC2101. Students who have successfully completed EDUC2101 are not eligible to enrol in EDUC1101.

Learning outcomes

On successful completion of the course students will be able to:

1. Understand the NESA requirements and multiple discourses that inform curriculum design;

2. Design and implement an engaging lesson utilising ICT that includes consideration toward discipline specific literacy and numeracy skills, as well as, provide feedback for improved practice;

3. Understand the central concepts, modes of inquiry, content structures, teaching strategies, assessment and requirements (State and/or National) of the curriculum for their major disciplinary specialisation;

4. Gain knowledge, understanding and skills to evaluate and provide peer feedback for teaching and learning in a student’s teaching specialisation.


The focus of this course will be include:


  • An overview of the statutory and regulatory requirements involved in curriculum development including conceptual frameworks for understanding discourse and design in Australia;
  • The central concepts, modes of inquiry, content structures and syllabus requirements of the secondary curriculum (Year 7 to 10) of the relevant disciplinary specialisation;
  • The design of challenging, engaging and supportive lessons that utilise effective teaching and learning strategies with particular focus on teaching, learning and assessment of ICT.
  • Principles for analysing resources, gathering and/or designing resources for teaching in a student’s disciplinary specialisation in schools,
  • Introduction to assessment principles and practices in teaching and learning including progressive assessment practise for recording and reporting processes.
  • Knowledge, understanding and skills in analysis of student work samples in order to make informed decisions about achievement, as well as, literacy and numeracy within their disciplinary specialisation.
  • Opportunity to plan, implement, evaluate an engaging learning activity, as well as, provide peer feedback, for a lesson utilising ICT.



For students who commenced in the program in 2016 onwards, enrolment in this course is dependent on successful completion of the teacher education admission milestone:

- Three HSC band 5s (including one in English) or

- 80 units of UON courses or

- Regulatory authority approved comparable pathways.

If you have successfully completed EDUC2101 you cannot enrol in this course.

Assessment items

Project: ICT Resource Task

Proposal / Plan: Lesson/Unit PlanTask

Presentation: Teaching Task

Contact hours

Callaghan and Ourimbah


Face to Face On Campus 1 hour(s) per Week for 12 Weeks


Face to Face On Campus 2 hour(s) per Week for 12 Weeks

Lectures and tutorials may be conducted on a weekly basis, or grouped in multiple day-long or half-day intensives as notified and required by your specialist tutor to suit your discipline studies.

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.