ED5976 - Subject Discipline Knowledge

This subject has been designed to equip graduate student teachers (GSTs) with a strong epistemological and subsequent pedagogical understanding of the practices and thinking processes that underpin a selected secondary curriculum area to Year 12. With this structural knowledge of the discipline secure, the necessary content knowledge of a selected secondary teacher area will be explored with particular attention to aspects of the subject to which GSTs may have had limited exposure. The subject will include a critique of the nature and design of the curriculum frameworks in each area and how well these align with the knowledge structure of the subject. Further, the majority of the subject provides extended attention to developing GSTs content and pedagogical content knowledge of the discipline so there is congruence between the epistemological nature of the subject and the teaching of it. The primary goal of this subject is to introduce students, through a detailed examination of the nature and content of each discipline, to the cognitive activity associated with each discipline. In this analysis of the discipline knowledge, the role of thinking processes, especially inquiry; the relationship between technology and its influence on each discipline; and the range of approaches to inquiry that are evident across the disciplines are explored.

Learning Outcomes

• demonstrate knowledge and understanding of the concepts, substance, structure and attributes of the content and the disciplines of the specialist secondary curriculum subject;
• apply the knowledge and understanding of the concepts, substance, structure and attributes of the content and the disciplines of the subject to a historical and/or contemporary example of endeavour within the secondary curriculum subject;
• design an inquiry, for a selected audience, with explicit consideration made for the social, intellectual, developmental, linguistic and cultural characteristics of the learners;
• select, with justification, and implement effective strategies to communicate understanding of the role of inquiry in the disciplines of the subject;
• apply knowledge of professional learning in a personal inquiry with the support of a subject discipline academic focused on self-identified professional learning requirements.

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.