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Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ÌÇÐÄÔ­´´ with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include:

Module B: Student Wellbeing and Resilience in Senior Secondary 

• Introduction to resilience? 
• Psychological, social, and environmental factors?? 
• Policy, ethics, and wellbeing frameworks  
• Differentiating resilience and?academic?buoyancy; the 5Cs model? 
• Designing interventions for diverse learners  

Module C: Senior Curriculum, Pedagogy and Assessment in Second Teaching Area

• Overview of senior secondary curriculum for second teaching area
• Auditing knowledge and skills against the senior curriculum 
• Professional Associations for second teaching area, including opportunities for professional learning and development  
• Assessment tasks, tools and practices for second teaching area 
• Subject specific pedagogies and approaches to learning for senior students 
• Developing senior students¡¯ subject-specific literacy and numeracy capabilities 
• Subject specific differentiation, including adjustments and modifications in alignment with senior curriculum and assessment expectations  
• Evidence-informed teaching and learning of content and skills in second teaching area, e.g.  teacher-led instruction, clear and explicit instruction, effective questioning, scaffolded to independent practice, spacing and retrieval practice, worked examples and modelling, reducing cognitive load and feedback 

Learning and teaching strategy and rationale

Teaching and learning approaches in this unit draw on adult learning principles, constructivist pedagogy and evidence-informed practice. Preservice teachers engage in interactive workshops that model senior years pedagogies such as explicit instruction, worked examples, scaffolded practice and subject-specific strategies. These are complemented by online modules introducing wellbeing theories, enabling flexible participation while supporting deep conceptual engagement. Collaborative tasks, case-based learning and simulated scenarios allow preservice teachers to analyse curriculum requirements, apply wellbeing frameworks, and explore how pedagogical decisions influence senior students¡¯ learning and resilience.

Teaching strategies prioritise reflective practice, learner agency and iterative resource development. Activities such as micro?teaching, peer critique and design challenges help pre?service teachers trial approaches that integrate curriculum, pedagogy and wellbeing. Scaffolding supports students with limited prior knowledge to access complex curriculum and wellbeing concepts, while optional supports, accessible materials and clear expectations ensure equitable participation for learners with disability or diverse needs. Asynchronous forums and reflective tasks foster ongoing engagement and the development of professional judgement.

The unit also models responsible use of generative AI for idea generation, policy interpretation and refining written communication, with explicit instruction on critical evaluation, academic integrity and transparency.

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the :

• APST(GA)1.1

  Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

  Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  Practiced
• APST(GA)1.2

  Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

  Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)1.3

  Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

  Relevant Learning OutcomeLO4, LO5

  Practiced
• APST(GA)1.5

  Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

  Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)2.1

  Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

  Relevant Learning OutcomeLO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)2.3

  Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

  Relevant Learning OutcomeLO4, LO5

  Practiced
• APST(GA)2.5

  Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

  Relevant Learning OutcomeLO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)3.1

  Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

  Relevant Learning OutcomeLO4, LO5

  Practiced
• APST(GA)3.3

  Relating toInclude a range of teaching strategies.

  Relevant Learning OutcomeLO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)3.4

  Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

  Relevant Learning OutcomeLO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)3.5

  Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

  Relevant Learning OutcomeLO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)4.1

  Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

  Relevant Learning OutcomeLO1, LO2

  Taught

  Practiced
• APST(GA)4.4

  Relating toDescribe strategies that support students¡¯ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

  Relevant Learning OutcomeLO1, LO2

  Practiced

  Assessed
• APST(GA)5.1

  Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

  Relevant Learning OutcomeLO4, LO5

  Practiced
• APST(GA)5.2

  Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

  Relevant Learning OutcomeLO4, LO5

  Practiced

  Assessed
• APST(GA)6.2

  Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

  Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  Taught

  Practiced
• APST(GA)7.2

  Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

  Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  Taught

  Practiced

Australian Institute for Teaching and School Leadership (AITSL) Core Content

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:

• AITSL - 1.1.2

  Relating toThe features of biologically primary vs biologically secondary knowledge acquisition and the importance of teacher-led instruction for biologically secondary knowledge acquisition.?

  Relevant learningLO4, LO5

• AITSL - 1.1.3

  Relating toThe foundations of how a student¡¯s brain develops from early childhood through to young adult, including the development of executive functions and the implications for teaching.?

  Relevant learningLO1, LO2

• AITSL - 1.2.3

  Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.?

  Relevant learningLO4, LO5

• AITSL - 1.3.2

  Relating toWhy teaching practices must adapt as a student¡¯s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important.?

  Relevant learningLO4, LO5

• AITSL - 1.3.3

  Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject.?

  Relevant learningLO4, LO5

• AITSL - 2.1.2

  Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory.?

  Relevant learningLO4, LO5

• AITSL - 2.2.1

  Relating toThe research base that shows explicit teaching, modelling and scaffolding practices are highly effective and attend best to how a student¡¯s brain learns.?

  Relevant learningLO4, LO5

• AITSL - 2.2.4

  Relating toHow to explicitly model new skills and content through ¡®worked examples¡¯ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.

  Relevant learningLO4, LO5

• AITSL - 2.3.2

  Relating toHow to use formative assessment practices to gather and interpret information about student learning as learning is taking place ¨C for example, use of simple, low-key assessments such as exit slips, quick quizzes or targeted oral questioning to prompt students to articulate their reasoning and identify common student misconceptions.?

  Relevant learningLO4, LO5

• AITSL - 2.3.5

  Relating toHow to provide feedback as learning is taking place that is specific, honest, constructive, and clear, and uses explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions as necessary.

  Relevant learningLO4, LO5

• AITSL - 3.2.1

  Relating toThe research evidence that shows the positive impacts clear and high expectations have on student behaviour and achievement and why it results in improved motivation, better self-accountability and understanding of consequences.?

  Relevant learningLO3

• AITSL - 3.2.3

  Relating toPractices should include the use of structured lessons, clear and explicit instruction, effective questioning that encourages participation, reducing cognitive load and use of specific and positive feedback that acknowledges student effort.?

  Relevant learningLO4, LO5

• AITSL - 4.4.3

  Relating toThe evidence-based approaches to cater for specific needs and disabilities that a teacher may encounter during their career, with a focus on needs with high prevalence in Australian classrooms. Content should be developed in collaboration with appropriate subject matter expertise from a range of disciplines ¨C for example, linguistics, psychology, health, and education.

  Relevant learningLO2, LO3