10 x 3-hour workshops per semester
1 Admission into BEDMSSBHS-B Education (Middle & Secondary Schooling), B Health Sciences
1a Admission into BEDMSSBA-B Education (Middle & Secondary Schooling), B Arts
1b Admission into BEDMSSBSC-B Education (Middle & Secondary Schooling), B Science
1c Admission into BEDSSBLANG-Bachelor of Education (Secondary Schooling), Bachelor of Languages
1d Admission into BEDSBHS-Bachelor of Education (Secondary), Bachelor of Health Sciences
1e Admission into BEDSBA-Bachelor of Education (Secondary), Bachelor of Arts
1f Admission into BEDSBSC-Bachelor of Education (Secondary), Bachelor of Science
1g Admission into BEDSBLANG-Bachelor of Education (Secondary), Bachelor of Languages
1h Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
1i Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
1j Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
2 EDUC2320 - Learners and their Development - Middle and Secondary Schooling
3 54 Units of study
Must Satisfy: ((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j) and 2 and 3)
Enrolment not permitted
1 of EDUC3525, EDUC3643, EDUC4728E has been successfully completed
Assignment(s), Tutorial presentation, Oral, Tutorial participation
Topic description

This topic focuses on the relationship between curriculum, pedagogy and context. It develops students' knowledge, skills and understandings of aspects of context that influence decision-making in relation to teaching, learning and assessment in diverse settings. The focus is particularly on the middle years of schooling.

Educational aims

This topic further develops students' knowledge, skills and understandings in designing teaching and learning programs and resources for a specific learning area, according to particular school contexts and learners.

Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Demonstrate knowledge of contextual factors that shape curriculum, teaching, learning and assessment practices
  2. Design short term (unit and lesson) teaching and learning programs for a particular learning area and demonstrate understandings of integrated curriculum and pedagogy
  3. Select, analyse and adapt resources available to support the implementation of a teaching and learning program
  4. Explain decisions made in designing teaching, learning and assessment plans, in relation to a particular school context and learners

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.