Enhances and broadens the KLA-specific strategies for teaching and learning Science or HSIE encountered in Advanced Secondary Curriculum & Pedagogy I. Students develop a comprehensive knowledge of the philosophies and theories that form and frame contemporary learning experiences. Assessment practices are critically evaluated in light of the context of learning in the 21st Century. Innovative solutions are generated to account for the implications of social and cultural diversity, and the differentiation of learning in the secondary Science or HSIE classroom. Students are required to explain and justify their innovations, drawing upon the relevant theory to support their judgement.
- Implications and applications of contemporary philosophical and theoretical perspectives in Science or HSIE
- Examining evidence of mechanisms that allow discipline-specific developments to impact upon secondary Science of HSIE teaching
- Appropriate professional responses to discipline-specific advances.
- Assessment of 21st Century knowledge: evaluating, judging and justifying contemporary assessment practices
- Deploying current pedagogical theory in the development of assessment
- Integration of new and emerging ICT for ongoing formative assessment
- Strategies for assessing students with different learning needs
- Strategies for assessing Aboriginal and Torres Strait Islander students
- Strategies for assessing culturally diverse learners
- Strategies for assessing students with challenging behaviours
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||Demonstrate a critical understanding of specific discipline philosophies and theories; and articulate a coherent explanation of how they connect to and influence classroom pedagogy.||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
|2||Critically evaluate assessment strategies in existing curriculum and support documents in the context of learning in the 21st Century.||Knowledge of a discipline|
|3||Generate innovative assessment solutions to cater for: learner differentiation; Aboriginal and Torres Strait Islander students; cultural diversity; and students with behavioural challenges.||Creativity||Lifelong learning||Cultural competence|
|4||Demonstrate skills in evaluation, judgement and justification.||Communication and social skills|
|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)|
|Narrated mind-map: How contemporary philosophies and theories influence classroom pedagogy.||40%|
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.