Primary Specialisation

Overview

Through self-directed learning, pre-service teachers develop depth of pedagogical content knowledge and understanding in one primary learning area chosen from; English, Mathematics, Humanities, Science or Technology. Pre-service teachers identify and discuss a range of pedagogical strategies appropriate to their chosen primary specialisation and develop in depth understanding of the relevant curriculum framework with regard to their area of specialisation. In this unit, pre-service teachers will conduct a case study research project to investigate pedagogical practices in their area of specialisation during their professional placement. This unit supports pre-service teachers in becoming leaders and innovators in their area of primary specialisation within educational settings.

Unit learning outcomes

Students who successfully complete this unit will be able to:

• Demonstrate a sophisticated understanding of contemporary approaches to curriculum, pedagogical practice and learning environments in chosen area of specialisation
• Demonstrate deep knowledge of a range of innovative practices to support student engagement and learning in chosen curriculum specialisation
• Integrate knowledge and skills to demonstrate leadership capacity in the context of contemporary education settings in chosen curriculum specialisation
• Demonstrate innovative, evidence-based approaches to developing curriculum unit and lesson plans in chosen area of specialisation including a wide variety of differentiation and assessment strategies to maximise student learning outcomes
• Apply high level problem-solving and critical and creative thinking to investigate local and global issues in chosen area of specialisation and masterfully articulate the implications of these issues, providing potential solutions to bring about positive change

Teaching methods

Hawthorn

Assessment

Content

• Contemporary approaches to curriculum, pedagogical practice and learning environments in chosen area of specialisation
• Research-informed practice
• Teacher pedagogical content knowledge
• National curricula and policy frameworks
• Assessment and data literacy