Unit aim

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.

Unit content

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.

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

Prescribed texts

Session 1

  • Prescribed text information is not currently available.
Prescribed texts may change in future study periods.

Teaching and assessment

Online

Teaching method
Structured online learning 3 hours (10 weeks)
Assessment
Essay50%
Project proposal50%
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 2016 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.