Develops and expands the KLA-specific Curriculum Specialisation I and II units in Science or HSIE for students intending to teach two or more secondary subjects in the same discipline area. Students acquire a deeper and more comprehensive theoretical basis for teaching and learning in Science or HSIE. Students are engaged in opportunities to critically reflect on a range of contemporary pedagogical frameworks, professional perspectives and societal issues, and articulate a reasoned and defensible approach to teaching Science or HSIE across Years 7-12.
1. The theoretical and philosophical basis for teaching Science or HSIE – significant developments since the 1990s.
- underlying philosophy and rationale of the curriculum
- historical development, aims, objectives and content of the Years 7–12 curriculum
- the place of the secondary curriculum in the continuum of learning in K–12
2. Contemporary pedagogical frameworks in secondary Science or HSIE teaching: National and International Case Studies.
- Applying pedagogical theory for the development of effective: - lesson planning and program development - integration of new and emerging technology into teaching and learning strategies - application of the NSW DEC Quality Teaching Model and other pedagogical models into teaching and learning.
3. Contemporary professional perspectives in secondary Science or HSIE: critically evaluating dissenting voices.
- The role and emerging themes of professional fora, and appropriate professional responses.
- The roles, resources and teacher support provided by organisations such as Australian Curriculum, Assessment and Reporting Authority (ACARA), the NSW Board of Studies, NSW Department of Education and Communities (DEC) and the federal Ministerial Council on Education, Employment, Training, and Youth Affairs (MCEETYA).
4. Implications of contemporary societal issues for teaching secondary Science or HSIE: emerging conceptions of “discovery” and “citizenship”.
5. Critical thinking, argument and justification in Science or HSIE: Discipline-specific traditions.
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
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||Critically engage with the theoretical and philosophical bases of teaching Science or HSIE, and discuss their impact upon the current Years 7–12 curriculum.||Intellectual rigour||Knowledge of a discipline|
|2||Articulate a range of differing views on contemporary professional issues in Science or HSIE, and choose a reasoned and defensible position.||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
|3||Develop skills in argument, critical analysis and justification by constructing a professional proposal for the inclusion of a significant contemporary issue in the current senior school curriculum, providing evidence to support assertions.||Intellectual rigour||Creativity||Communication and social skills|
|4||Critically evaluate current curriculum, syllabus and support documents for their capacity to account for issues involved in learning in the 21st Century.||Knowledge of a discipline||Lifelong learning|
|5||Demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.||Communication and social skills|
- Prescribed text information is not currently available.
Teaching and assessment
|Structured online learning 3 hours (10 weeks)|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.