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This course further builds on understandings of the professional practice of teaching. This course is required under the Professional Standards for Teachers in relation to planning units and therefore organising and sequencing subject content for effective learning experiences. A key consideration is that curriculum and pedagogy should be designed to be developmentally responsive and meet the diverse needs of junior secondary learners. This course includes a Professional Experience placement of fifteen (15) days where pre-service teachers are expected to demonstrate the ability to plan lesson sequences.

This course prepares pre-service teachers to design and construct developmentally responsive curriculum and pedagogy for junior secondary learners. In the process, it emphasises the need to be aware of key developmental touchstones and to meet the diverse needs of learners. The course caters for the range of maturational variation among young adolescences and recognises the implications of transition from primary to secondary schooling. The course explores why effective design of curriculum and pedagogy, including embedded ICTs, promotes effective schooling and how local education can be shaped to meet specific learning needs, including the needs of Aboriginal and Torres Strait Islander learners.

A 15-day professional experience placement is attached to this course. 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.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership's (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. contextualise curriculum for junior secondary to inform the design of unit planning, lesson sequencing and authentic assessment (APST 2.2, 2.3, 4.2);
2. plan lesson sequences setting achievable learning goals that organise classroom activities which are developmentally responsive to junior secondary students that include a rich range of teaching strategies, including ICTs, that considers the diverse needs of students (APST 1.3, 2.2, 2.3, 3.1, 3.2, 4.2);
3. develop a specific focus on curriculum and pedagogical design to meet the needs of Aboriginal and Torres Strait Islander learners through the incorporation of community expectations (APST 1.4, 3.2);
4. identify a range of resources and utilise ICTs effectively for teaching and learning and assessment strategies to engage junior secondary learners (APST 2.2, 2.6, 3.4);
5. design a unit plan which structures content and identifies a range of rich pedagogies, strategies and learning experiences for the teacher area (APST 2.1, 2.2, 2.6, 3.3);
6. identify pedagogical strategies which will assist in managing adolescence behaviour and needs including clear directions, use of routines, and a range of verbal and non-verbal communication strategies (APST 3.5, 4.2, 4.3);
7. demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice (1.1, 1.5, 4.1, 5.1, 5.2, 6.3, 7.1, 7.2).