Availabilities:

Not currently available in 2019

Unit aim

Introduces students to key issues associated with being a professional in education and care in the 21st century. Students are introduced to the knowledge, skills, values and attitudes that will be required throughout their degree program as well as in their future careers. A particular emphasis is placed on reflective practice as the cornerstone of quality teaching and learning.

Unit content

Module 1

Topic 1.1 Being a teacher in the 21st century

  • Unpacks the conceptual map of the unit
  • Role of the teacher – attributes of ‘quality’ teachers
  • Underpinning philosophy of student/child focused practice
  • Role of reflective practice in the professionalisation of teachers (AITSL Standards)
  • Lifelong learning – knowledge, skills, attributes, values

Topic 1.2 Introduction to curriculum

  • Definitions of the term – origins, meaning etc.
  • Curriculum as process and product
  • Models of curriculum
  • The hidden curriculum

Topic 1.3 Introduction to pedagogy

  • Definitions of the term – origins, meaning etc.
  • Models of pedagogy
  • The importance of pedagogy
  • Attributes of quality teaching (pedagogy)

Topic 1.4 Building relationships

  • With children/students – what do they tell us?
  • With parents and carers
  • With colleagues
  • With the wider community

Topic 1.5 Legal and ethical issues in education

  • Ethics as relationships
  • Difference between a legal and ethical responsibility and practices
  • Shifting the lens from ‘vulnerable’ to ‘capable’
  • NCRoC rights and responsibilities – protection, provision, participation

Module  2

Topic 2.1 History of teaching in Australia (early childhood, primary and secondary)

  • Historical overview of the evolution of teaching and associated systems
  • Chronological review of the purposes and nature of education
  • Residual effects of this history – sectorial binaries, funding, teacher status, etc.
  • Professionalisation of teaching
  • Locates current context in an historical background

Topic 2.2 Being inclusive by embracing diversity

  • Diversity – social and cultural influences
  • Exploration of the ways children/students can be deemed ‘different’
  • Inclusivity – teachers responses to difference
  • Policies that inform inclusive practices
  • Case studies of responses to difference and diversity

Topic 2.3 Curriculum in context (early childhood, primary and secondary)

  • Teachers as critical consumers of curriculum
  • National and State curriculum frameworks (with a focus on NSW and QLD)
  • Context specific curriculum documents (syllabi)

Topic 2.4 Pedagogy in context (early childhood, primary and secondary)

  • Approaches to teaching and learning
  • Course specific models or case studies of pedagogy
  • Articulating a pedagogical approach – philosophy

Topic 2.5 Education as a context of continual change

  • Recent changes/innovations – why change, why now?
  • Identify the ‘drivers’ of change (national and state with a focus on NSW and QLD)
  • How do teachers manage change?
  • The role of reflective practice in making decisions about change and innovation

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

Learning outcomes and graduate attributes

Teaching and assessment

Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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