Pre-requisites

ED141.406 Educational Contexts and Professional Engagement 1

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Examine an overview of the history of educational thought and influences, including indigenous and Christian worldviews

• Evaluate contemporary curriculum documents such as VELS and Australian Curriculum and the learning theories that underpin them

• Describe and develop curriculum that is integrative, inclusive and differentiated

• Outline effective assessment, reporting, evaluation and referral strategies

• Integrate literacy and numeracy learning across the curriculum

• Examine a wide range of digital technologies and apply them to a school learning environment

• Develop personal proficiencies in digital technologies

• Critically examine curriculum design that incorporates Christian perspectives

Unit Description

In this unit pre-service teachers will develop skills and understandings in the design and evaluation of curriculum. They will link theory to practice through the practicum.

Pre-service teachers will evaluate the contribution of major western beliefs, ideas and learning theories to the development of contemporary curriculum. They will examine and appreciate Aboriginal and Torres Strait Islander histories, cultures and languages. In addition, they will outline the development of Christian educational ideas and practices and critically consider the meaning and characteristics of transformational, holistic Christian education. They will examine a framework of beliefs and worldviews to underpin a personal philosophy of teaching.

Pre-service teachers will analyse curriculum design from a range of viewpoints such as student, class, whole school and systemic. They will explain and display understanding of the contents and contexts of contemporary curriculum documents such as VELS and the Australian Curriculum. They will examine the learning theories that underpin them specifically and curriculum design generally.

Pre-service teachers will design rich and challenging experiences that enable students to build knowledge and make connections with prior and new learning. They will demonstrate abilities to integrate different areas of curriculum in order to engage students’ interests and cater for their individual needs. They will plan for students’ varied literacy and numeracy skills. The practicum will provide opportunities to apply these, linking theory to practice. In addition, the practicum will give plentiful experience for reflection on theory.

Pre-service teachers will analyse contemporary practices in assessment, reporting and evaluation. They will use diagnostic data to identify individual and group goals for teaching and learning. Through the practicum as well as College-based experience, they will design and reflect on effective assessment, reporting and evaluation strategies including: providing appropriate feedback to students about their learning; the application of assessment moderation; and effective interpretation of student assessment data.

Pre-service teachers will include the development of students’ literacy and numeracy skills in all areas of curriculum design. They will effectively integrate digital technologies in curriculum design and development; assessment, reporting and evaluation strategies; and delivery. They will develop and practice personal proficiency in digital technologies for learning and teaching through practicum, College-based assessments and individual portfolios.

Pre-service teachers will critically examine curriculum design and development that incorporates Christian perspectives. They will reflect on their personal strengths and challenges as Christian teachers.

Teaching Strategies

Pre-service teachers learning in this course will involve a variety of approaches including: lectures; practicum; observation; responding to educational scenarios; critical reflections; discussion; tutorials; workshops; assessment tasks; assessment feedback; guest speakers; classroom observation; practical teaching assignments; reflective journals; contact with professional associations; oral presentations; and on-line activities.

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Unit offerings

Face to face: (Every Year, Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.