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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.

On successful completion of this course preservice teachers should be able to:

1. demonstrate knowledge and understanding of relevant and current education and training reforms, legislative requirements, administrative and organisational policies and relevant contemporary issues (Australian Professional Standards for Teachers (APST) 7.2);
2. demonstrate a broad knowledge of strategies that can be used to analyse critically, evaluate and transform teaching programs including developing teaching strategies that support participation and improve learning of students and undertake research and inquiry into how students learn and implications for teaching, including the relevant use of scholarly literature (APST 1.2, 3.6);
3. demonstrate advanced knowledge and skills in the ability to analyse the implications for teaching and learning in the modern context for the senior years of schooling in order to use curriculum to effectively plan, structure and sequence teaching strategies within learning programs, including using a range of resources (APST 2.3, 3.2, 3.3, 3.4);
4. establish challenging and achievable learning goals, incorporating differentiated teaching to meet the specific learning needs of students across the full range of abilities and with varying characteristics, including incorporating understanding of and respect for Aboriginal and Torres Strait Islander perspectives (APST 1.5, 2.4, 3.1);
5. demonstrate an advanced theoretical knowledge of assessment strategies and approaches, purposeful development of appropriate student feedback, and demonstrating well-developed consistent and comparable judgments of school-based assessment and moderation processes (APST 5.1, 5.2, 5.3);
6. demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and referencing.