This course provides students with the foundational knowledge and skills that they will need to become a primary and or secondary teacher and maximise the achievement of learning outcomes for all students. The course examines concepts and theories that inform curriculum studies as a field of scholarly inquiry and professional practice. It also introduces students to principles and practice of quality teaching by focusing on approaches to teaching that (a) promote high levels of intellectual quality; (b) establish high quality contexts for learning; and (c) generate significance for learners. Students will be introduced to lesson planning formats and have the opportunity to participate in clinical activities where they will analyse, design, evaluate and reflect upon quality classroom and assessment practice. A mandatory component of this course is a 5 day placement in a school where students will observe and may provide some support in classrooms.
Availability2018 Course Timetables
- Semester 1 - 2018
On successful completion of the course students will be able to:
1. Understand the multiple discourses that inform curriculum theory and design;
2. Synthesise a broad research base to deepen their understanding of the foundations of quality teaching in schools;
3. Understand the central concepts, modes of inquiry, content structures, teaching strategies, assessment and syllabus requirements (State and National) of the mandatory curriculum for their major disciplinary specialisation (secondary students) or the primary key learning areas (primary students);
4. Practise planning and teaching lessons that provide evidence of high levels of intellectual quality, a high quality learning environment, and generating significance for learners;
5. Reflect upon their own classroom teaching;
6. Apply the principles of quality teaching to the design and evaluation of assessment.
The following course content will be addressed:
1. Conceptual frameworks for understanding curriculum discourse and design
2. The key components of good practitioner inquiry/teacher research
3. An overview of the statutory and regulatory requirements involved in, and the process of, curriculum development in Australia, the New South Wales (NSW) and National Curriculum K-12 continuum
4. Steps to developing the capacity to reflect on and facilitate the Quality Teaching Model
5. Planning for teaching that promotes intellectual quality, establishes high quality learning environments; and generates significance for learners
Written Assignment: Visual Essay and Literature Review
Presentation: Critical reflection and in-class presentation
In order to pass this course, each student must complete ALL of the following compulsory requirements:
- Child Protection Awareness Training - Students must complete approved child protection awareness training.
- Working with Children - A national criminal history check and review of findings of misconduct involving children, required for any child-related work.
- Anaphylaxis Training - Students must complete approved anaphylaxis training.
Face to Face On Campus 1 hour(s) per Week for 13 Weeks starting in week 1
Face to Face Off Campus 5 day(s) per Term Full Term
Face to Face On Campus 2 hour(s) per Week for 13 Weeks starting in week 1