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For most students, the senior phase of compulsory schooling occurs during late adolescence (15-19 years of age). It is an exciting and sometimes turbulent phase of life; a time to make the transition to adulthood and from school to work or further study. For most it is a time when career decisions are made. Educators have a critical role in preparing and supporting learners in this phase. They need an understanding of national and global trends, of the forces that shape society and the ever changing world of work and post compulsory education, and of the factors that, in combination, impact on career decision-making. Focus must be given to preparing secondary educators so that they can better understand, prepare and support learners as they transition from school to a range of post schooling options.

This course requires preservice teachers to develop an advanced understanding of a range of processes, pedagogies and practices designed to enhance positive outcomes for students in the senior phase of learning and the transition from school to a range of post-school options. Prospective Secondary preservice teachers will develop specialised skills and knowledge in a range of relevant areas including: the distinct needs of learners, Vocational Education and Training, career education and development; national policies and strategies for working with industry and employers; curriculum initiatives; and frameworks relevant to the senior phase of learning. Preservice teachers are to engage critically with relevant specialised literature and theory and demonstrate the capacity to analyse, synthesise and evaluate a range of initiatives and options which cater for the full range of students, including those from disadvantaged backgrounds.

On successful completion of this course preservice teachers should be able to:

1. demonstrate advanced understanding of the impact of societal change on expectations of secondary schooling and the role of the secondary school teacher, specifically in relation to the range of factors influencing students’ pathways and transitions in and beyond the senior phase of schooling. This includes understanding of characteristics and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds and the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Island backgrounds (Australian Professional Standards for Teachers (APST) 1.3, 1.4);
2. demonstrate knowledge of contemporary education policy and initiatives including legislative, administrative and organisational policies and processes relevant to supporting students’ education transitions and pathways and their impact on the work of secondary school teachers, including an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs (APST 6.1, 7.2);
3. demonstrate knowledge and understanding of research into students’ career influences, career development learning and career decision-making and the implications for teaching. This includes knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities (APST 1.2, 1.5);
4. demonstrate integrated understanding of the role of stakeholders in decision-making relating to supporting the transition of students from school to work and further education and training including the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice and strategies for involving, working effectively, sensitively and confidentially with and reporting to parents/carers (APST 5.5, 7.2, 7.3, 7.4);
5. demonstrate broad knowledge of the purpose of collecting and using student achievement and pathways data and other strategies to evaluate teaching programs to improve students’ vocational and career development learning, including how student, curriculum, assessment and reporting knowledge are used to design learning sequences and lesson plans that support student learning (APST 2.3, 3.6, 5.5);
6. identify, analyse and evaluate a range of teaching strategies and resources for supporting students’ vocational and career development learning and pathways planning and use these to inform the design of responsive learning sequences and lesson plans, demonstrating integration of the concepts, substance and structure of the content and teaching strategies of the teaching area with substantive career development learning opportunities organised into an effective learning and teaching sequence (APST 2.1, 2.2, 2.3);
7. demonstrate advanced knowledge, understanding and application of appropriate personal, professional and academic literacies.