Curriculum Studies – Mathematics: Part B

Awards offering Curriculum Studies – Mathematics: Part B

This unit is offered as a part of the following awards:

• Associate Degree in Education Studies
• Bachelor of Arts (Education Studies)
• Bachelor of Education (Secondary)
• Diploma of Arts
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject builds on CRS224 Curriculum Studies - Mathematics Part A. It equips teacher education students to teach in the four Mathematics subjects for Preliminary and HSC mathematics by providing them with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice and to critically engage with models of pedagogy associated with Stage 6 Mathematics Standard (1 and 2), Mathematics Advanced, and Mathematics Extension 1 & 2 Syllabuses as developed by NESA. Teacher education students will consider the provision of mathematics and numeracy for all school students, including in vocational education and post-compulsory education. Assessing and reporting, with a focus on the identification of mis-constructs will be examined. Planning learning experiences and assessment strategies for students with special needs or circumstances will be addressed. Recent developments in mathematics across Australia with regard to ICT will also be covered.

Outcomes

1. With reference to the current literature, demonstrate in-depth knowledge of the pedagogy and content of selected ACARA Senior Mathematics curriculum and/or the Stage 6 suite of syllabuses by NESA for Mathematics.
2. Using the ACARA Senior Secondary Mathematics and the NESA Mathematics 11-12 (Stage 6) syllabuses, develop student-centred innovative and well-designed lesson sequences (concepts, substance, timing and structure), tools, and skills; language, literacy and numeracy demands of the content including meeting the course outcomes at the Preliminary and HSC level, and differentiating for the full range of student abilities, diverse backgrounds and in Christian and alternate school contexts;
3. Critically reflect upon the lesson sequence and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design;
4. Design assessments and suitable for reporting to parents/carers and record-keeping.
5. Critically analyse student transcripts for teacher scaffolding and concept development;
6. Critically reflect upon a variety of assessment instruments using ‘best practice’ that demonstrate understanding of statistical information, assessment moderation and its application to judge student achievement through assessment of learning, for learning and in learning which could be used to reliably report to parents/carers and professionals.

This course may be offered in the following formats

• Face to Face (onsite)
• E-learning (online)
• Intensive
• Extensive 

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

• Literature Review (40%)
• Lesson Plan Sequence (30%)
• Professional e-portfolio (40%)