ED5956 - Junior Secondary Curriculum I

The primary goal of this subject is to develop the pedagogical content and curriculum knowledge for GSTs in one of two of their specialised teaching areas in the junior secondary school context (Grades 7-10). The subject will include critical investigation of the rationale for a selected learning area, the nature and design of the Australian Curriculum framework in this area and specific teaching models, strategies (including ICT use) and resources pertinent to this area, with particular reference to the Australian Curriculum (ACARA, 2017). These will be contextualised within the fundamentals of curriculum design, with a focus on constructive alignment of content, pedagogy and assessment to meet the needs of diverse learners. In addition, GSTs identify numeracy and literacy demands within the learning area and apply appropriate pedagogy to address these demands. As a Phase One subject, there will be a focus on students and GSTs as learners and learning in secondary schools and GSTs attention to APST 6.1, understanding the role of the APSTs in identifying professional learning needs, APST 6.2, understanding the sources of professional learning, and APST 6.3, seeking and applying constructive feedback for professional learning needs.

Learning Outcomes

• Demonstrate knowledge of the ACARA Curriculum by using the ACARA Curriculum for planning student learning;
• Apply principles of curriculum planning, pedagogy, assessment and evaluation to develop intellectually challenging and worthwhile learning activities, to enhance learning outcomes for junior secondary students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs;
• Enact strategies that explicitly and purposefully promote students' literacy, numeracy, and critical thinking skills within their learning area;
• Engage with, reflect critically on and evaluate philosophical, policy and practice debates relevant to junior secondary learning areas;
• Reflect on current skills, knowledge and attitudes to manage professional learning needs and performance, autonomously and in collaboration with others;
• Demonstrate understanding of the Australian Professional Standards for Teachers to inform professional learning.

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.