Teaching Secondary Mathematics UG (12044.1)

This unit develops pre-service teachers' pedagogical content knowledge for the Key Learning Area of Mathematics. An investigation of the Australian Curriculum for this area will be applied to a cycle of planning, teaching and reflecting on the learning of a diverse student group in an authentic clinical context. Pre-service teachers will collaborate on teaching episodes that address the requirements and purpose of Mathematics as they critically examine their teaching, assessment, feedback and reporting strategies for their positive impact on student learning and wellbeing. Clinical teaching episodes in this unit contribute a cumulative total of 3 days' professional experience to the course(s) in which it sits. This unit also includes a professional experience 'block' placement of 15 days in a Secondary or Senior Secondary school during which pre-service teachers will demonstrate their ability to consolidate their teaching skills as they plan, teach and reflect for a sustained period of time.

Important Note: Students should only enrol in this unit if it matches their choice of disciplinary major. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling in this unit.

Students should be aware that completing a disciplinary 'method' unit for which they will not meet NESA's Subject Content Knowledge Requirements for Secondary Teaching at the point of course completion may lead to problems when seeking to register as a teacher.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for the discipline at Secondary and Senior Secondary levels and its significance to teaching and learning;
3. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the discipline and within the Secondary and Senior Secondary classrooms;
4. Adopt a critically reflective approach to teaching and the related ability to plan for and implement teaching, learning and assessment strategies that inform and have a positive impact on learners within the discipline;
5. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
6. Implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
7. Organise and manage classroom activities and behaviour, provide clear directions, and maintain a supportive and safe learning environment; and
8. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.

Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures

Prerequisites

Must have passed 36 credit points including 10425 Curriculum - Assessment, Planning and Reporting AND one of the following:
- 10450 Ways of Knowing, Being and Doing in Education
- 12034 Being a Teacher
- 9919 The Educational Workplace

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.