精东传媒app

The senior phase of learning is a significant juncture in the schooling of students in Australia and internationally. Providing learning about the distinct needs of learners in the senior years builds the capacity for preservice teachers to understand and adopt strategies that will strengthen Year 11 and 12 student participation, engagement and attainment. Preservice teachers must be prepared for teaching in the senior phase by identifying and investigating the external issues, initiatives, reforms and policies that can impact teaching practice focused on this important phase of learning. Preservice teachers must analyse these influences and consider how to translate the changes inherent in major reforms into their pedagogical practices. These understandings can be developed through guiding student exploration of the intended curriculum through the use of syllabus documents and examining achievement and assessment processes. Preservice teachers must be able to identify both broad and specific contextual implications for their practice and to apply knowledges, processes and skills for effective planning to teach. Building on this understanding of the senior curriculum, preservice teachers must consider explicit ways to develop approaches to meet the challenges inherent in teaching in this arena. Additionally, preservice teachers should be supported to design and implement curricula for the multiple pathways and diverse student needs that create complexity in the contemporary senior school.

This course begins with building in-depth understanding for issues that impact the senior school and aims to give secondary educators increased understanding and confidence to deal with these senior schooling issues. Preservice teachers also gain understanding and experience in responding to organisational requirements in order to apply these effectively in their teaching practice. Discussions and applications aim to develop their understanding for effective planning for effective teaching, covering mandated elements of curriculum and practice in designing units of work that create alignment of curriculum, assessment and pedagogy. The course continues to build knowledge and skills developed in the previous courses covering teaching and learning in the middle school. Preservice teachers are asked to demonstrate an understanding of current curriculum policy in the senior phase and the implications for practice. This occurs through developing teaching strategies in their chosen disciplines and includes learning to adjust curriculum for explicit teaching in different sectors. Preservice teachers learn to plan across school, unit and lesson levels, including sequencing learning experiences, integrating assessment for learning and providing feedback as a learning tool.