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Semester 1 (Extended) - Dual-Delivery
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This subject develops Teacher Candidates’ understanding of the place of Humanities education with a focus on Politics in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach and learn Accounting in a secondary school setting.
Teacher Candidates will develop their knowledge of how to plan lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes in the area of Humanities and Politics. They will have an opportunity to implement a lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Humanities educator with a focus on Politics.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standard 1.2, 1.3, 1.5, 2.1, 3.2, 3.5, 3.5)
- Understand how to design lesson plans and learning sequences, using knowledge of student learning, curriculum frameworks, assessment policies and practices and teaching resources. (Graduate Standard 1.2, 1.5, 2.2, 2.3, 3.2, 3.3, 3.6)
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standard 3.1, 3.2, 3.4, 3.6)
- Demonstrate strategies for effective classroom communication, particularly as they relate to dialogic instructional strategies, in meeting the needs of a diversity of students (Graduate Standard 1.2, 1.3, 1.5, 2.4, 2.5, 3.3, 3.4)
- Evaluate teaching programs and the effectiveness of teaching practices, strategies and resources to improve learning (Graduate Standard 3.3, 3.4, 3.6, 5.1)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning Graduate Standard 2.3, 3.4, 3.6, 5.1)
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.
Last updated: 10 February 2021