Not currently offered

Credit points: 30

Subject outline

The focus in this subject is on developing understandings about approaches to learning and teaching relevant to the discipline specific curriculum and pedagogical studies. Students develop their capacity to design and create productive, high quality learning experiences for 21st century secondary and post-compulsory learners within their disciplines. Students engage in critical inquiry about current models of curriculum and build their capacity to understand and interpret educational policy and pedagogical approaches, in relation to learning outcomes and learning experiences, in diverse educational settings, focused on their discipline areas.

SchoolSchool of Education

Credit points30

Subject Co-ordinatorEva Dakich

Available to Study Abroad StudentsNo

Subject year levelYear Level 5 - Masters

Exchange StudentsYes

Subject particulars

Subject rules



Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A


Resource TypeTitleResource RequirementAuthor and YearPublisher

Graduate capabilities & intended learning outcomes

01. Understand and interpret latest research on the characteristics of secondary aged learners and their needs

Understanding the needs of secondary and post-compulsory learners

02. Develop a critical understanding of the role of curriculum in secondary and post-compulsory settings

Curriculum design for secondary and post compulsory education (VET, VCAL, VCE) Teachers and the hidden curriculum Curriculum and communities of practice

03. Demonstrate capacity of working with the National Curriculum and other curriculum models in secondary and post-compulsory contexts

Understanding the National Curriculum and other curriculum models (AUSVELS, VELS)

04. Synthesize and apply understandings of curriculum, planning and assessment to demonstrate capacity for designing and creating high quality learning experiences

Understanding the purpose and outcomes of learning Assessment and evaluation of learning

05. Develop critical awareness and capacity to participate in open to learning conversations, share ideas and practices and engage in collaborative reflection and practitioner research.

New pedagogies in new learning environments (open-space environments, multimodal literacies and cross-disciplinary learning) Inclusion, differentiation, capacity-building through collaborative learning mentoring and peer-support Metacognition and self-regulated learning

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