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Learners in the 21st Century demand a curriculum and associated pedagogical strategies which are relevant to the present and will enable them to develop capabilities which will be of value in the years beyond schooling. Teachers are required to manage increasingly complex contexts; they need to be sensitive to and skilled in responding to sociocultural diversity and students' unique skills and needs. Understandings of how learning occurs, of the similarities and differences between learners and of the influence of the context within which the learner develops, enable educators to make pedagogical decisions relevant to the teaching and learning environment. Critical reflective practices can directly impact on teacher behaviour, planning, unpacking curriculum and authentic assessment practices. This process of critical reflection is central to creating a personal practical theory of learning and teaching and developing the understanding and skills necessary to effectively carry out the roles of classroom teacher and professional learner. All teachers need to reflect on their own practices to inform their professional learning. Preservice teachers require access to a framework for effective planning and teaching and to a suite of effective pedagogical strategies in order to be able to plan and implement meaningful educational experiences for and with students. Focused experiential reflection on the theory/practice nexus is integral to the teaching profession.

This course provides an introduction for preservice teachers entering the teaching profession to the basic concepts and developmental issues connected to critical reflection and the pedagogical strategies for learning to teach in an educational setting. Preservice teachers will develop effective lesson planning processes underpinned by the connection between assessment, curriculum and pedagogy. Preservice teachers will be required to use theory to practice connections to justify their teaching and assessment decisions. The course aims to provide opportunities for preservice teachers to develop their general teaching skills (including verbal and non-verbal skills) and pedagogical content knowledge through systematic reflection and the integration of assessment (for and of) content, learning and teaching.

Embedded within the course is a 15-day Professional Experience under the supervision of a registered teacher. Students need to pass the competency Assessment in this Course and reach a total passing Mark of 50% to be awarded a passing Grade in this course. Failure of the Professional Experience component will result in a fail grade for the course, regardless of the graded mark. Full details of the Professional Experience particulars can be found on the Professional Experience website and in the Professional Experience Book.

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

1. use critical reflective practice to investigate teacher practice and guide personal practical theory, and apply the Australian Professional Standards for Teachers (APST) framework as a guideline for professional learning (Australian Professional Standards for Teachers (APST 6.1));
2. design lesson and short lesson sequence plans for teaching and learning using knowledge and understanding of student learning, content of relevant curriculum frameworks, and appropriate teaching strategies (APST 2.1, 2.2, 3.2, 3.3);
3. plan effective strategies for the reporting of learning progress to students and parents informed by formative and summative evidence of learning and accurate and reliable records of student achievement (APST 5.5);
4. plan for and implement teaching strategies for the appropriate use of ICT for differentiation of teaching, learning opportunities and assessment (APST 2.6);
5. use knowledge and understanding of relevant curriculum frameworks and teaching strategies to plan appropriate learning experiences that are differentiated to meet the learning needs of learners across full range of abilities, and that support inclusive classroom participation and engagement (APST 1.5, 4.1);
6. apply the key principles described in codes of ethics and conduct for the teaching profession and the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage, as a key element in effective professional relationships with students, parents (where possible) and staff in the Professional Experience context (APST 7.1, 7.2);
7. plan for and implement a range of verbal and non-verbal communication strategies to support student engagement (APST 3.5);
8. apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.