Year
2024Credit points
10Campus offering
Prerequisites
Nil
Teaching organisation
Nil
Unit rationale, description and aim
To plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the curriculum and its guiding documents, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.
Pre-service teachers will study the Vocational Studies curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of Vocational Studies teaching. Pre-service teachers will explore theoretical frameworks associated with teaching and learning in Vocational Studies education. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging learners and to meet the learning needs of diverse students. An introduction to assessment, in particular diagnostic and formative, is undertaken. They will learn to compose good questions, to assemble productive lessons and develop skills to shape the dialogic talk of the Vocational Studies classroom. Focusing on the detailed planning of a short series of lessons, pre-service teachers will learn to structure lesson sequences within units of work in order to demonstrate a knowledge of the Vocational Studies curriculum and learning theory. They will engage in micro-teaching to practice engaging students and guiding the classroom discourse.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Vocational Studies at secondary school level.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Plan and devise a structured learning program in junior secondary Vocational Studies, showing a mastery of the concepts, substance and structure of the junior secondary Vocational Studies curriculum and assessment principles | GC1, GC2, GC3, GC7, GC8, GC11, GC12 |
| LO2 | Critically analyse and develop a range of approaches to planning and delivering engaging and purposeful teaching/learning sequences for junior secondary Vocational Studies and including the selection of appropriate resources, informed by and understanding of how students learn in Vocational Studies | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12 |
| LO3 | Describe, design and evaluate a variety of pedagogical approaches in junior secondary Vocational Studies which allow the specific learning strengths and needs of students to be met | GC1, GC2, GC3, GC7, GC8, GC10, GC11, GC12 |
| LO4 | Identify and explain the use of linguistic resources to provide directions, explanations and support student learning | GC1, GC2, GC3, GC7, GC11, GC12 |
| LO5 | Synthesise and critically reflect upon the professional responsibilities of the Vocational Studies teacher, including the provision of a safe and supportive learning environment | GC4, GC6, GC8 |
Australian Professional Standards for Teachers - Graduate Level
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)1.1 | Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | LO2, LO3 |
| APST(GA)1.2 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | LO2, LO3 |
| APST(GA)1.3 | Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds | LO2 |
| APST(GA)1.4 | Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds | LO2, LO3 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO1, LO2, LO3, LO4 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO3 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO1, LO4 |
| APST(GA)2.4 | Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO3 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO2, LO3 |
| APST(GA)2.6 | Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | LO2 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO3 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO3 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO2, LO3 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO2, LO3 |
| APST(GA)3.5 | Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | LO2 |
| APST(GA)3.6 | Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | LO3 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO2, LO3 |
| APST(GA)4.2 | Demonstrate the capacity to organise classroom activities and provide clear directions. | LO3 |
| APST(GA)4.5 | Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. | LO3 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO2, LO4 |
| APST(GA)5.2 | Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | LO4 |
| APST(GA)6.1 | Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | LO1 |
| APST(GA)6.2 | Understand the relevant and appropriate sources of professional learning for teachers. | LO1 |
| APST(GA)6.4 | Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. | LO1 |
| APST(GA)7.4 | Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. | LO1 |
Content
Topics will include:
· The pre-service teachers’ prior experience of, and engagement with, Vocational Studies education
· Vocational Studies curricula across Australia
· The Victorian VCE Vocational Major and its components, including Literacy, Numeracy, Work Related Skills and Personal Development Skills
· Theoretical frameworks associated with Vocational Studies teaching and learning, especially Applied Learning perspectives
· Pedagogical approaches emblematic of Vocational Studies teaching and learning, especially Applied Learning perspectives
· Planning and curriculum alignment
· Planning for effective teaching and learning in junior secondary Vocational Studies education
· Differentiated teaching in Vocational Studies
· Needs of learners from diverse cognitive, physical, social and cultural backgrounds
· Needs of learners from Aboriginal and Torres Strait Islander backgrounds
· Incorporating literacy and numeracy in Vocational Studies teaching
· Digital technologies for teaching/learning in Vocational Studies education
· Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Vocational Studies education
· Teacher-presented explanations
· An introduction to assessment in junior secondary Vocational Studies education with particular emphasis on formative and diagnostic
· Learning beyond the classroom
· Student welfare and safety in the Vocational Studies education classrooms and typical Vocational Studies teaching/learning environments
· Professional responsibilities and relationships
· Professional associations and continued professional learning
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. It is designed to build the pre-service teacher’s understanding of teaching strategies to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. The teaching skills of planning and assessing, and ability to locate and synthesise information, will be developed through designing Vocational Studies lessons. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
The teaching and learning strategy described above will use an appropriate selection of approaches, including, for example:
· Weekly face-to-face lectures and/or online lectures (synchronous and asynchronous)
· Discussions that promote peer learning
· Microteaching opportunities
· Self-directed reading and research
· Collaborative learning opportunities
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge to inform skills that will be applied in practice.
The assessment tasks are sequenced to allow feedback and progressive development. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Lesson Planning Develop three sequential lesson plans that are research-informed, and which demonstrate the integration of curriculum, pedagogical, and assessment principles and strategies relevant to the teaching of [discipline area] for a selected Year level between years 7-10. Justify choices made with supporting evidence. | 50% | LO1, LO2, LO3, LO4 | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12 | APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.4 |
Assessment Task 2: Skills audit and professional learning plan Conduct an audit of your knowledge and skills in relevant secondary 7-10 curriculum documents and devise a related professional development plan. Reflect on the process and outcomes. | 50% | LO1, LO2 | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12 | APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)5.1, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.4 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant jurisdictional curriculum documents
Recommended references
Blandford, S. & Ovenden-Hope, T. (2017). Understanding Applied Learning: Developing Effective Practice to Support All Learners, Routledge.