subject content knowledge policy

NSW Education Standards Authority

NSW Supplementary

Documentation:

Subject Content Knowledge

Requirements

July 2018

Subject Content Knowledge Requirements, updated July 2018 of 82

Table of contents

Introduction .............................................................................................................................................. 4

Purpose Of This Document.................................................................................................................. 4

Definitions ............................................................................................................................................. 5

Glossary ................................................................................................................................................ 5

Primary Undergraduate and Graduate Entry Study............................................................................ 7

English/Literacy .................................................................................................................................... 9

Mathematics/Numeracy ..................................................................................................................... 11

Science and Technology .................................................................................................................... 13

Human Society and Its Environment ................................................................................................. 15

Creative Arts ....................................................................................................................................... 16

Personal Development Health and Physical Education (PDHPE) ................................................... 17

Primary Teaching Specialisations ...................................................................................................... 18

NESA Primary Language Specialisation ........................................................................................... 19

NESA Primary Mathematics Specialisation ...................................................................................... 20

NESA Primary Science And Technology Specialisation .................................................................. 21

Secondary Undergraduate and Graduate Entry Study .................................................................... 22

English ................................................................................................................................................ 24

Mathematics ....................................................................................................................................... 25

Mathematics/Physics ......................................................................................................................... 27

Science ............................................................................................................................................... 29

Biology ................................................................................................................................................ 30

Chemistry ............................................................................................................................................ 31

Earth and Environmental Science ..................................................................................................... 32

Physics................................................................................................................................................ 34

Aboriginal Studies .............................................................................................................................. 36

Ancient History ................................................................................................................................... 38

Business Studies ................................................................................................................................ 39

Economics .......................................................................................................................................... 40

Geography .......................................................................................................................................... 41

Legal Studies ...................................................................................................................................... 43

Modern History ................................................................................................................................... 44

Society and Culture ............................................................................................................................ 46

Studies of Religion ............................................................................................................................. 48

Agriculture (Inc. Agricultural Technology) ......................................................................................... 49


Design and Technology (Inc. Technology Mandatory) ..................................................................... 50

Engineering Studies (Stage 6) ........................................................................................................... 52

Food Technology ................................................................................................................................ 54

Industrial Technology ......................................................................................................................... 56

Industrial Technology Engineering .................................................................................................... 58

Industrial Technology Graphics and Multimedia (Inc. Graphics Technology).................................. 60

Information Processes and Technology (Inc. Information and Software Technology) .................... 62

Marine Studies (Inc. Marine and Aquaculture Technology).............................................................. 63

Software Design and Development (Inc. Information and Software Technology) ........................... 65

Textiles and Design (Inc. Textiles Technology) ................................................................................ 67

Personal Development Health and Physical Education (PDHPE) ................................................... 69

Languages .......................................................................................................................................... 70

Dance.................................................................................................................................................. 72

Drama ................................................................................................................................................. 73

Music ................................................................................................................................................... 75

Visual Arts ........................................................................................................................................... 76

Specialised Teaching Roles ................................................................................................................. 77

Special Education ............................................................................................................................... 78

English as an Additional Language/Dialect (EAL/D) ......................................................................... 80


INTRODUCTION

The Australian Professional Standards for Teachers provide a common reference point to articulate,

celebrate and support the complex and varied nature of teachers’ work. The Australian Professional

Standards for Teachers describe what teachers need to know, understand and be able to do as well as

providing direction and structure to enhance the preparation, support and development of teachers.

The Graduate Teacher career stage of the Australian Professional Standards for Teachers is the focus

of this document. Graduate teachers are beginning their teaching career in NSW. They have undertaken

an approved program of teacher preparation (initial teacher education program) and possess the

requisite knowledge, skills, values and attitudes to plan for and manage successful learning.

Accreditation of an initial teacher education program by the NSW Education Standards Authority (NESA)

ensures that the program will enable a student in the program to meet all the Australian Professional

Standards for Teachers at the Graduate Teacher career stage before graduation.

Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures have been

developed by the Australian Institute for Teaching and School Leadership (AITSL) and are approved for

implementation in NSW by the NSW Minister for Education together with NSW-specific requirements.

Purpose of this document

The purpose of this document is to assist teacher education providers and accreditation panels to

understand and apply the accreditation requirements for initial teacher education programs with

particular reference to Program Standard 3: Program entrants, and Program Standard 4: Program

structure and content and to demonstrate Graduate Teacher Standard 2 Know the content and how to

teach it.

This supplementary documentation should be used to:

provide advice about the requirements for admission to undergraduate initial teacher education programs

evaluate degree prerequisites for admission to graduate entry initial teacher education programs

determine discipline knowledge suitable as studies in initial teacher education programs

prepare pedagogy units for initial teacher education programs

provide advice about admission to undergraduate (UG) and graduate entry (GE) initial teacher education programs.

This document has a principal focus on Discipline Knowledge, and Curriculum and Pedagogical Studies

for each teaching area in primary and secondary education. Although aspects of the national and NSW

priority areas are detailed in the entries for each teaching area, Initial Teacher Education providers

should refer to the NSW Supplementary Documentation: Elaborations in Priority Areas for the overall

program requirements related to priority areas.


Definitions

Terminology related to the provision of initial teacher education is not consistent across Universities and

other Higher Education Institutions.

This document will use one term to cover others, as follows:

Program: course of study leading to an undergraduate or graduate entry teaching qualification. A program includes discipline knowledge units (UG), education core units (UG&GE), pedagogy units (UG&GE) and professional experience (UG&GE)

Unit: a course of study comprising one-eighth of a year of full time higher education study (0.125

EFTSL)

Major Study: Study undertaken for a major will be equivalent to a total of three-quarters of a year of full time higher education study (0.75 EFTSL), usually comprising sequential discipline study undertaken over three years. In most programs, this equates to six units with no more than two at first year level and no fewer than two at third year level

Minor Study: Study undertaken for a minor will be equivalent to a total of one half of a year of full

time higher education study (0.5 EFTSL), usually comprising sequential discipline study taken over two years. In most programs, this equates to four units with no more than two at first year level

Professional Experience: teaching practice, practicum (one of a number of supervised practical teaching experiences), observation and visits to schools, and internship (a final teaching practice without in-class supervision), in a school or other setting for educational purposes

ITE Provider: teacher education institution, university and/or other approved higher education institution

Teacher education student: pre-service teacher, undergraduate or graduate student teacher

Program Director: Course Convener/Coordinator in a teacher education institution

Key Learning Area (KLA): subject discipline areas that are compulsory for a teaching degree and are a requirement of the primary school curriculum

Glossary

NESA notes that significant variations occur in program nomenclature, models of program structure,

credit point allocation, pattern and sequence of units and number of hours of study.

Further clarification is provided here to enable an Accreditation Panel to streamline and refine processes

for program accreditation whilst acknowledging the uniqueness of teacher education institutions.

For the purposes of this document the following terms are described (N.B. some of these terms are

employed with different meanings in various institutions):

Australian Qualifications Framework (AQF) – provides a comprehensive, nationally consistent yet flexible framework for all qualifications in post-compulsory education and training. The AQF should be used by ITE providers to determine principles of advanced standing for recognition of studies completed in pathways leading into teacher education programs. AQF specifications note the following Levels for qualifications Level 1- Certificate I, Level 2 – Certificate II, Level 3 – Certificate III, Level 4 – Certificate IV, Level 5 – Diploma, Level 6 – Advanced Diploma, Associate Degree, Level 7 – Bachelor Degree, Level 8 – Bachelor Honours Degree, Graduate Certificate, Graduate Diploma, Level 9 – Master Degree, Level 10 – Doctoral Degree.

credit points – each unit has a particular load or weighting which is referred to as a unit of credit. Programs require the successful completion of a certain number of credit points and fees are also charged on a credit point basis. The allocation of credit points varies across institutions. A description of the total credit point structure is necessary to measure the worth of a unit. A unit for the purpose of this document is defined as 0.125 EFTSL. A unit or units can be counted towards more than one teaching area.


designated teaching area – a teaching area related to a school subject or approved related areas. The designated area determines the pedagogy/methodology study to be undertaken.

discipline-specific curriculum and pedagogical studies – studies in curriculum and pedagogy/methodology (2 units [0.25 EFTSL]), including planning, programming and assessment, are to be undertaken for each designated teaching area. In some secondary areas (e.g. HSIE, Technology), where there are a number of related teaching areas with a shared methodology, the 2 units per teaching area is applied more flexibly. Specific requirements are defined in the Curriculum and Pedagogical Studies section for each teaching area.

diverse needs – learning strengths and needs arising from diverse abilities, as well as linguistic,

cultural, religious and socioeconomic backgrounds. Students with diverse needs include Aboriginal and/or Torres Strait Islander students, gifted and talented students and students for whom English is an additional language or dialect.

major – for the purposes of NESA documentation a major is a defined program of study in a

designated area, equivalent to a total of three-quarters of a year of full time study, usually comprising sequential discipline study undertaken over three years. In most programs, this equates to six units with no more than two at first year level and no fewer than two at third year level. This does not impinge on other definitions of a major in some institutions that may differ from this description.

middle school teaching – programs that prepare graduates for middle school teaching may have a

stronger emphasis on teaching particular year levels (e.g. Years 5 to 9) but must fully address the requirements for primary teaching and for secondary teaching in at least one major study or two minor studies in secondary teaching areas.

post-graduate study – where relevant to the designated teaching area related postgraduate study

may be accepted towards meeting the requirements for National Program Standards 3 and 4.

pre-requisites for admission to an initial teacher education program - specific requirements for admission to undergraduate and graduate entry primary or secondary initial teacher education programs. Specific prerequisites for admission are set out on page 4 (Primary) and page 16 (Secondary) of this document.

professional experience – information on Professional Experience requirements is provided in NSW Supplementary Documentation for the Approval of Programs – Professional Experience.

relevant areas of discipline study for admission to a graduate entry program – a list of discipline study areas that are likely to enable a graduate (wishing to undertake an initial teacher education program) to demonstrate ‘knowledge and understanding of the concepts, substance and structure of the content of the teaching area (Graduate Teacher Standard Descriptor 2.1.1.). That is, appropriate undergraduate (and where relevant postgraduate) study that relates to a designated teaching area. An initial teacher education Program Director will assess an applicant’s transcript to determine the appropriateness of undergraduate study for admission to a graduate entry program.

semester long – a semester or session is a teaching period. Generally, there are two main sessions (semester 1 and semester 2) in an academic year, usually of 13 weeks teaching/study, plus an examination period, or equivalent. Some institutions offer shorter Summer and Winter sessions during the breaks between the major sessions. Some academic years are divided into four teaching periods.

sequence of units – a defined pattern of study in a number of stages within a program.

students with disability – students who meet the definition of disability under the Disability Discrimination Act 1992, including students with challenging behaviour, mental illness and learning disabilities. These students have personalised learning and support needs requiring quality differentiated teaching practice and/or supplementary, substantial or extensive adjustments.

undergraduate study – undergraduate programs of study are degree programs which do not require students to have previously undertaken university study in order to enrol. They are designed for students who have completed secondary studies (high school) in Australia or have a level of education deemed equivalent to this (e.g. equivalent overseas study or alternative admission programs


Primary Undergraduate and Graduate Entry Study Required to meet Graduate Teacher Standards 2 and 3 and Program Standards 3 and 4

Undergraduate initial teacher education program Graduate entry initial teacher education program

At least a four-year undergraduate integrated professional qualification, e.g. Bachelor of Education (Primary),

or an undergraduate combined or double degree covering discipline knowledge and professional studies,

e.g. Bachelor of Arts/Bachelor of Education (Primary) or Bachelor of Science/Bachelor of Teaching (Primary).

A graduate entry initial teacher education qualification of at least two years of equivalent full-time study

(2 EFTSL). e.g. graduate entry Bachelor of Teaching (Primary) or Bachelor of Education (Primary), or Master

of Teaching (Primary).1

Relevant to Program Standard 3 – Program entry and academic components

Programs will be approved for the purposes of teacher accreditation where:

a) the program’s entry standards are: - at least three HSC Band 5 results one of which must be English; or - HSC results and the successful completion of one or more bridging units in discipline areas to achieve

the equivalent of at least three HSC Band 5s including English; or - the completion of at least a full year of discipline studies in another higher education award

(e.g. first year of a Bachelor of Arts or a one year Diploma of Arts); or - admission through a bona fide alternative admission pathway that has been approved by NESA as

being comparable to at least three Band 5s including English. OR

b) the program is a double, combined or integrated degree that is structured so that a full year of approved discipline studies is successfully completed prior to any discipline-specific curriculum and pedagogical studies and any supervised professional experience placement.

Completion of a relevant undergraduate degree (and, if applicable, appropriate postgraduate studies [AQF

Levels 8-10]) that includes at least one year of full time equivalent study (1 EFTSL) relevant to one or more

learning areas of the primary school curriculum2.

Applicants must have either completed appropriate prior mathematical study or complete concurrent

mathematical study or be provided with additional support in mathematics during the program.

For areas of study related to the other Learning Areas see ‘Relevant areas of discipline study for

admission to a graduate entry program’ on Pages 6 - 11.

A decision on appropriate study as described in this document is determined by the provider.

2A provider may require an applicant who does not meet these requirements to complete concurrent study or

appropriate bridging units before graduation.

Relevant to Program Standard 3.5 - Personal literacy and numeracy

In NSW, this is demonstrated by successful completion of national Literacy and Numeracy Test for Initial

Teacher Education students before the final professional experience placement and prior to graduation.

Ideally, students should consider completing the literacy and numeracy test as early as possible in their

program of study.




program of study.

Relevant to Program Standard 4 - Program structure and content

Programs must include study in each of the learning areas of the primary school curriculum sufficient to equip

teachers to teach across the years of primary schooling.

At least two years of full-time equivalent study (2.0 EFTSL) must be dedicated to the study of the discipline of

each KLA and discipline-specific curriculum and pedagogical studies. This must include at least 0.25 EFTSL

of discipline and discipline-specific curriculum and pedagogical studies in each of English/literacy,

Mathematics/numeracy, and at least 0.125 EFTSL of discipline-specific curriculum and pedagogical studies

in Science and Technology. Unit study may integrate and balance discipline knowledge with pedagogy.

In NSW, a recommended allocation of discipline and discipline-specific curriculum and pedagogical studies

continues to be at least three units (0.375 EFTSL) in English/literacy, three units (0.375 EFTSL) in

Programs must include study in each of the learning areas of the primary school curriculum sufficient to equip

teachers to teach across the years of primary schooling.

Programs must comprise at least two years of full-time equivalent (2.0 EFTSL) professional studies in

education which include at least one year of one year of full time equivalent study of discipline-specific

curriculum and pedagogical studies across the KLA of the primary school curriculum. This must include at

least 0.25 EFTSL of discipline-specific curriculum and pedagogical studies in each of English/literacy and

Mathematics/numeracy, and at least 0.125 EFTSL of discipline-specific curriculum and pedagogical studies

in Science and Technology.

In NSW, a recommended allocation of discipline-specific curriculum and pedagogical studies continues to be

1 Refer to the NESA Policy English Language Proficiency of Teachers for Provisional or Conditional Accreditation


Mathematics/numeracy and two units (0.25 EFTSL) for each of the remaining KLAs, and at least one unit

(0.125 EFTSL) in Special Education. The remainder of the program may be structured to include extension

or specialist studies in priority areas or related curriculum areas.

English/literacy studies must have a strong literacy focus and include the pedagogy of reading, with a range

of models including instruction on how to teach phonemic awareness, phonics, fluency, vocabulary

knowledge and text comprehension, grammar, writing, spelling, speaking and listening and related issues of

child development and inclusiveness.

Mathematics/numeracy studies must have a strong numeracy focus with emphasis on the foundation

concepts of number, data, patterns, statistics, probability, quantity, measurement, spatial representation,

generalisation and working mathematically.

Science and Technology studies must have a strong inquiry based and problem based learning focus with

emphasis on the foundation concepts of the principles of working scientifically and solving problems through

the use of design and production processes.

at least one unit (0.125 EFTSL) for each KLA and at least one unit (0.125 EFTSL) in Special Education.

Programs may include up to 0.25 EFTSL of relevant discipline studies as elective units which could be

undertaken by applicants who do not fully meet prerequisite discipline study requirements. The remainder of

the program may be structured to include extension or specialist studies in priority areas or related curriculum

areas.

English/literacy studies must have a strong literacy focus and include the pedagogy of reading, with a range

of models including instruction on how to teach phonemic awareness, phonics, fluency, vocabulary

knowledge, grammar and text comprehension, writing, spelling, speaking and listening and related issues of

child development and inclusiveness.

Mathematics/numeracy studies must have a strong numeracy focus with emphasis on the foundation

concepts of number, data, patterns, statistics, probability, quantity, measurement, spatial representation,

generalisation and working mathematically.

Science and Technology studies must have a strong inquiry based and problem based learning focus with

emphasis on the foundation concepts of the principles of working scientifically and solving problems through

the use of design and production processes.


English/Literacy

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

Undergraduate initial teacher education programs must include study of content described in the ‘Description of relevant discipline studies in an undergraduate program’ column.

Admissions to Graduate Entry initial teacher education programs must have completed undergraduate study as per the ‘Minimum discipline study for admission to a graduate entry program’ column.

Discipline Knowledge

Program Standard 4.2 Description of relevant discipline studies in an undergraduate program Program Standard 3.7 Minimum discipline study for admission to a graduate

entry program

nature and role of English as a language of communication for participation in society, through reading, writing, listening, speaking, viewing, and representing experiences, ideas and values

broad and critical knowledge and understanding of English as a discipline, including recent theory, practice and empirical research, including significant world-wide inquiries, related to acquisition of reading, writing, speaking, listening and visual literacy

study of the English language and how it is manipulated to meet higher-order social, aesthetic and cultural literacy demands

wide range of texts including literary, factual visual and an appropriate range of digital texts including film, media and multimedia texts

study of literature that gives insights into Aboriginal, multicultural and children’s experiences, for example texts from Australia and other countries, and children’s literature

concepts of reading, writing, listening, speaking, viewing and representing in English, and differentiation between literacy and English

early language acquisition from 0-4 years and related issues of child development and inclusiveness

current evidence-based research of effective teaching practice for the successful acquisition of English/literacy skills.

Areas of discipline study related to the KLA of English such as:

communications

creative writing

English literature

language studies (English)

linguistics

literature studies

media studies (i.e. the theoretical study of media or where the product is a literary text).

Curriculum and

Pedagogical Studies

knowledge base underpinning the principles and practices of teaching and learning English and in particular, the teaching and learning of reading, the impact of electronic multimedia and digital literacies

models of pedagogy for teaching and assessing primary English, and in particular, the pedagogy of reading, and a range of evidence-based approaches that include instruction on how to teach phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension, concepts of print, grammar, punctuation, spelling and handwriting

range of strategies for teaching and assessing reading, writing, listening, speaking, viewing and representing experiences, ideas and values

engage with approaches to the explicit and systematic teaching of reading during professional experience

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Primary English

supporting students with disabilities to access the Primary English curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Primary English

role and value of English in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in English

place of primary English in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4

a substantial focus within and/or across units on the explicit and systematic teaching of reading in years K–2 and in years 3-6. Units should include content specific to phonemic awareness, systematic phonics instruction, and evidence-based approaches related to how to assess reading, the analysis of reading assessment/data, the identification and selection of appropriate literacy strategies, particularly for students who are at risk of falling behind, and monitoring student progress in reading


a substantial focus within and/or across units on the explicit and systematic teaching of writing in K-2 and in years 3-6. Units should include content specific to the teaching of writing such as sentence structure and evidence-based approaches to teach these skills.

knowledge and understanding of the use and selection of digital technologies to support teaching and learning in English/literacy

a comprehensive understanding of the NSW English K-10 Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, including outcomes and content, syllabus elements, support materials and strategies for supporting students with disability in English

analyse and determine appropriate texts, with reference to bias, stereotype, language and effect in the categories of fiction, poetry, film, non-fiction, drama, media, multimedia and digital texts, with specific emphasis on Early Stage 1 and Stages 1-3, as noted in the suggested texts for the NSW English K-10 Syllabus (2012).


Mathematics/Numeracy






entry program

nature and role of mathematics in describing and modelling patterns and relationships that can be generalised, and as a means of interpreting the world

broad and critical knowledge and understanding of the mathematics discipline

nature and role of mathematics as a form of communication and thinking

function of mathematics as a language to meet social, aesthetic and cultural needs

mathematical concepts and processes: such as Hindu-Arabic numeration system, quantification of space and time, geometries, and the differentiation between numeracy and mathematics

working with data (statistical literacy) including planning, gathering, organizing, applying data to solve problems, and communicating results through the selection of appropriate representations

high level competency in Working Mathematically including problem solving, reasoning, understanding and fluency in mathematics and numeracy

current evidence-based research of effective teaching practice in Mathematics/numeracy.

Areas of discipline study related to the Mathematics KLA are:

pure or applied mathematics

other studies of mathematics that are relevant to the central concepts, modes of enquiry and structure of the content/ discipline(s) (only one unit of statistics may be counted)

engineering units may be considered upon review of unit statements for appropriate mathematical content.

Curriculum and

Pedagogical Studies

knowledge base underpinning the principles and practices of teaching and learning mathematics

models of pedagogy for teaching and assessing in Primary Mathematics

range of strategies for teaching and assessing in Primary Mathematics

the five components of working mathematically: communicating, problem solving, reasoning, understanding and fluency in mathematics

central ideas in mathematics and common student misconceptions

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Primary Mathematics

supporting students with disabilities to access the Primary Mathematics curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Primary Mathematics

mathematical thinking, Working Mathematically and problem-solving techniques

planning, conducting and communicating results of mathematical processes

central ideas in mathematics and common student misconceptions

role and value of Mathematics in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Mathematics

knowledge of the development of numeracy skills through the stages of primary schooling

knowledge and understanding of the use and selection of digital technologies to support teaching and learning in Mathematics/numeracy

place of Primary Mathematics in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4


a comprehensive understanding of the NSW Mathematics K-10 Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, including outcomes and content, syllabus elements, support materials and strategies for supporting students with disability in Mathematics.


Science and Technology






entry program

broad and critical knowledge and understanding of the academic discipline of science and the academic discipline of technology, including recent theory and practice

current and emerging concepts related to the nature and role of Science and Technology, including:

- knowledge, understanding of and skills in applying the processes of Working Scientifically

- knowledge, understanding of and skills in applying the processes of Design and Production

- knowledge of Science and Technology as an interconnected discipline through understanding about:

o Living World

o Material World

o Physical World

o Earth and Space, and

o Digital Technologies

Skills in developing and applying thinking skills, including Computational Thinking, Design Thinking, Scientific Thinking and Systems Thinking

Areas of discipline study related to the Science and Technology KLA are:

agriculture

architecture

biology

bio-technology

chemistry

computing studies

design – interior architecture, industrial, graphics, fashion, product, landscape (2 units only may be counted)

design and technology

engineering/physics

geology, Earth and/or environmental science

materials science

medicine/nursing/biomedical science

psychology

or similar fields which include processes of inquiry, designing and producing.

Curriculum and

Pedagogical Studies

approaches that develop interest and positive, informed values and attitudes towards science AND technology

teaching strategies that recognise the importance and relevance of science AND technology and develop a comprehensive understanding of the distinctive nature of scientific inquiry

knowledge base underpinning the pedagogy of teaching and learning science AND teaching and learning technology (design and digital)

models of pedagogy for teaching and development of embedded assessment in Primary Science and Technology

range of strategies for teaching and assessing Primary Science and Technology with a focus on the development of skills for practical problem and project based learning that is student driven and /or directed

knowledge and understanding of the use and selection of digital technologies to support teaching and learning in Primary Science and Technology

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Primary Science and Technology

supporting students with disabilities to access the Primary Science and Technology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Primary Science and Technology

that develop knowledge, skills, values and attitudes necessary to develop sustainable living

role and value of Science and Technology in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Science and Technology

place of Primary Science and Technology in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4


a comprehensive understanding of the NSW Science K-10 (incorporating Science and Technology K-6) Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, including outcomes and content, syllabus elements, support materials and strategies for supporting students with disability in Science and Technology.


Human Society and Its Environment




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the range of academic disciplines related to Human Society and Its Environment, including recent theory and practice

nature and role of history and geography and the key concepts that underpin these disciplines

personal, local, national and global concepts in relation to Human Society and Its Environment

skills of acquiring information, using historical and geographical inquiry processes

nature of social and civic participation

relationship between language and culture by using a language to communicate (optional).

Areas of discipline study related to the Human Society and Its Environment KLA are:

Aboriginal and Torres Strait Islander studies, Aboriginal languages

anthropology and/or sociology

archaeology

Asian or Pacific studies

economics / business studies

cultural studies

geography/environmental studies

government and citizenship

history

languages

legal studies

political science

studies of religion.

Curriculum and

Pedagogical

Studies

knowledge base underpinning the principles and practices of teaching and learning history and geography within the Human Society and Its Environment learning area

models of pedagogy for teaching and assessing Primary History and Geography within the Human Society and Its Environment learning area

range of strategies for teaching and assessing Primary History and Geography within the Human Society and Its Environment learning area

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Primary History and Geography

supporting students with disabilities to access the Primary History and Geography curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Human Society and Its Environment

role and value of Human Society and Its Environment in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Human Society and Its Environment

concepts involved in civics and citizenship and Aboriginal studies history and culture

knowledge and understanding of the use and selection of digital technologies to support teaching and learning in History and Geography

broad knowledge and understanding of how digital resources and tools can be used to promote understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and societies and how digital resources and tools may be used to link authentically with local communities to learn about their histories and cultures

place of primary Human Society and Its Environment in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4.

a comprehensive understanding of the NSW History K-10 Syllabus (2012) and NSW Geography K-10 Syllabus (2015) with specific emphasis on Early Stage 1 and Stages 1-3 including outcomes and content, syllabus elements, support materials and strategies for supporting students with disability in HSIE.


Creative Arts




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the range of academic disciplines related to the creative arts including recent theory and practice

nature and role of the creative arts in relation to current and emerging concepts in:

visual arts; concepts of artist and artwork, the role of audience and the world, conventions of art making practice in a range of 2D, 3D and/or 4D forms, and art appreciation

music; concepts of music and performing (singing, playing and moving), organising sound (composing) and listening within a wide range of repertoire

- drama; making, performing and appreciating drama in a range of contexts, forms and styles with a focus on improvisation and play building as well as scripted drama

dance; performing and composing in a range of contexts, including a contemporary context.

Areas of discipline study related to the Creative Arts KLA are:

dance including practical experience in choreography and performance in various dance styles appropriate for primary contexts

drama including experiential involvement in making and performing drama

music including performing (singing, playing and moving), listening and organising sound (composing) incorporating a range of repertoire and approaches

visual arts including art making and art history/theory

fine arts.

Curriculum and

Pedagogical

Studies

knowledge base underpinning the principles and practices of teaching and learning dance, drama, music and visual arts

models of pedagogy for teaching and assessing primary visual arts, music, drama and dance

range of strategies for teaching and assessing dance, drama, music and visual arts that provide a continuous, sequential, developmental program

visual arts; integrating learning experiences (art making and appreciating)

music; integrating learning experiences (performing, listening and organising sound)

drama; integrating learning experiences (making, performing and appreciating)

dance; integrating learning experiences (performing, composing and appreciating)

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Primary Creative Arts

supporting students with disabilities to access the Primary Creative Arts curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Primary Creative Arts

role and value of the Creative Arts in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Creative Arts

knowledge and understanding of the use and selection of digital technologies to support teaching and learning in Creative Arts

place of Primary Creative Arts in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4

a comprehensive understanding of the NSW Creative Arts K-6 Syllabus (2006) and Support Documents including strategies for supporting students with disability in Creative Arts.

N.B. A new NSW Creative Arts K-6 Syllabus is pending.


Personal Development Health and Physical Education (PDHPE)




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the study of personal development, health and physical education, including recent theory and practice

nature and role of PDHPE as a discipline for supporting the development of health, resilience and wellbeing

movement studies including competence in fundamental movement skills through areas such as dance, gymnastics, games and sports and a range of physical activities

health studies including healthy eating, sexual health, safety, drug education, child protection education, interpersonal relationships and healthy choices.

Areas of discipline study related to the PDHPE KLA are:

physical education studies

health studies

family studies

health promotion

human movement studies

nutrition education

sports science.

Curriculum and

Pedagogical

Studies

knowledge base underpinning the principles and practices of teaching and learning physical education including methodologies of teaching movement skills through games and sports, dance and gymnastics

knowledge base underpinning the principles and practices of teaching and learning in PDHPE

models of pedagogy for teaching and assessing Primary PDHPE

range of strategies for teaching and assessing Primary PDHPE

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Primary PDHPE

supporting students with disabilities to access the Primary PDHPE curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Primary PDHPE

role and value of PDHPE in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in PDHPE

eSafety/social media education, with a focus on proactive and preventative strategies, and social and emotional wellbeing

knowledge and understanding of the use and selection of digital technologies to support teaching and learning in PDHPE

place of Primary PDHPE in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4

a comprehensive understanding of the NSW PDHPE K-6 Syllabus (amended July 2013) with specific emphasis on Early Stage 1 and Stages 1-3 including outcomes and content, syllabus elements, support materials and strategies for supporting students with disability in PDHPE.

N.B. A new NSW PDHPE K-10 Syllabus is pending.


NESA Primary Teaching Specialisations

NESA specialisations within primary initial teacher education programs are voluntary for providers and for students. NESA specialisations are designed to support

strengthened discipline knowledge and pedagogy in targeted learning areas and raise the profile of these learning areas. Specialisations enable teacher education students

who have an enthusiasm for and expertise in a particular learning area to undertake a more extensive preparation in that area as part of their undergraduate or graduate

entry initial teacher education program. Specialisations are being initially introduced in learning areas of strategic importance including languages, mathematics, science

and technology, and literacy (under development).

Structure of a NESA specialisation

NESA primary teaching specialisations rely on the provision of units of study that are in addition to that already required for program accreditation. Programs with a more

extensive set of units devoted to a particular learning area enable the teacher education provider to offer a deeper, more comprehensive preparation in the learning area.

The requirement for a specialisation* recognised by NESA is:

• a total of at least six units (0.75 EFTSL) of discipline and/or discipline-specific curriculum and pedagogical studies in an undergraduate program; or

• at least three units (0.375 EFTSL) of discipline and/or discipline-specific curriculum and pedagogical studies in a graduate entry program building on at least four

units (0.5 EFTSL) of discipline studies in the undergraduate bachelor degree.

* relevant core units in the undergraduate or graduate entry teacher education program can be counted as units in the specialisation


NESA Primary Language Specialisation


Discipline

Knowledge,

Curriculum and

Pedagogical Studies

Undergraduate programs Graduate entry programs

Six units (0.75 EFTSL) in a Primary Language Specialisation comprising

at least four units of post-introductory level language discipline study

at least one unit of general languages curriculum and pedagogical studies

at least one unit of language-specific curriculum and pedagogical studies

a school-based professional experience placement (can count as one unit)

The unit of general languages curriculum and pedagogical studies and the unit of language-specific

curriculum and pedagogical studies can be addressed through integrated studies.

Graduates undertaking a Primary Language Specialisation must have at least four

units (0.5 EFTSL) of post-introductory level language discipline study.

The graduate entry Primary Language Specialisation should include at least three

units (0.375 EFTSL) comprising

at least one unit of general languages curriculum and pedagogical studies

at least one unit of language-specific curriculum and pedagogical studies

a school-based professional experience placement (can count as one unit)

The unit of general languages curriculum and pedagogical studies and the unit of

language-specific curriculum and pedagogical studies can be addressed through

integrated studies.

Accommodating prior training, skills and expertise

Many applicants for a language specialisation possess specific prior training, skills and expertise including specific achievement in the language at the HSC, prior university or TAFE/VET study and/or in-country or

background speaking experience. This can be formally acknowledged by providers in their design of language specialisations, by setting specific prior training, skills and expertise requirements for admission that are

in lieu of some or all of the four units of post-introductory level language discipline study generally required. Providers will need to confirm that the specific prior training, skills and expertise that the applicant possesses

has led to a level of language proficiency comparable to that obtained by completing four units of post-introductory level language discipline study. This would be through providers directing these applicants to

demonstrate their language proficiency through an appropriate language proficiency assessment that has been approved by NESA.


NESA Primary Mathematics Specialisation


Discipline

Knowledge,

Curriculum and

Pedagogical Studies


Six units (0.75 EFTSL) in a specialisation in Mathematics covering the normal requirements for teaching

Mathematics in primary schools and in addition further developing the beginning teachers’ skills in the

following:

reflect the careful and deliberate scaffolding of mathematics discipline studies and mathematics discipline-specific curriculum and pedagogical studies

equip teacher education graduates with a deep understanding of the processes specific to mathematics and relevant, emerging technologies and practices

support teacher education graduates to be stimulated by and gain confidence in the complex aspects of mathematics

develop comprehensive discipline-specific curriculum and pedagogical knowledge relevant to the NSW Mathematics K-10 Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, and complex aspects of mathematics

equip graduate teachers to be competent and confident users of a range of effective teaching approaches that foster school student inquiry, innovative thinking and student confidence in conducting investigations, Working Mathematically and solving mathematical problems.

Graduates undertaking a Primary Mathematics Specialisation must have four units

(0.5 EFTSL) in areas of discipline study related to the Mathematics KLA e.g.:

pure or applied mathematics

other studies of mathematics that are relevant to the central concepts, modes of enquiry and structure of the content/ discipline(s) (only one unit of statistics may be counted)

engineering units may be considered upon review of unit statements for appropriate mathematical content.

Three additional units (0.375 EFTSL) in Primary Mathematics are required for the

specialisation in a graduate program.


NESA Primary Science and Technology Specialisation


Discipline

Knowledge,

Curriculum and

Pedagogical Studies


Six units (0.75 EFTSL) in a specialisation in Science and Technology covering the normal requirements

for teaching science and technology in primary schools and in addition further developing the beginning

teachers’ skills in the following:

reflect the careful and deliberate scaffolding of Science and Technology discipline studies and Science and Technology discipline-specific curriculum and pedagogical studies

equip teacher education graduates with a deep understanding of the processes specific to Science and Technology, and relevant, emerging technologies and practices

support teacher education graduates to be stimulated by and gain confidence in the complex aspects of Science and Technology

develop comprehensive discipline-specific curriculum and pedagogical knowledge relevant to the NSW Science K-10 (incorporating Science and Technology K-6) Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, and complex aspects of Science and Technology

equip graduate teachers to be competent and confident users of a range of effective teaching approaches that foster school student inquiry, innovative thinking and student confidence in conducting investigations, Working Scientifically and solving problems through the use of design and production processes.

Graduates undertaking a Primary Science and Technology Specialisation must have

four units (0.5 EFTSL) in areas of discipline study related to the Science and

Technology KLA e.g.:

pure or applied science or technology studies

engineering units may be considered upon review of unit statements for appropriate scientific or technological content.

Three additional units (0.375 EFTSL) in Primary Science and Technology are

required for the specialisation in a graduate program.


SECONDARY UNDERGRADUATE AND GRADUATE ENTRY STUDY Required to meet Graduate Teacher Standards 2 and 3 and Program Standards 3 and 4

Undergraduate initial teacher education program Graduate initial teacher education program

Type of program

At least a four-year undergraduate integrated professional qualification, e.g. Bachelor of Education

(Secondary) or Bachelor of Science Education, or undergraduate combined or double degree covering

discipline knowledge and professional studies. e.g. Bachelor of Arts/Bachelor of Education (Secondary) or

Bachelor of Science/Bachelor of Teaching (Secondary).

A graduate entry initial teacher education qualification of at least two years of equivalent full-time study

(2 EFTSL). e.g. graduate entry Bachelor of Teaching (Secondary) or Bachelor of Education (Secondary), or

Master of Teaching (Secondary)2.

Relevant to Program Standard 3 – Program entry and academic components

Programs will be approved for the purposes of teacher accreditation where the program’s entry standards

are:

- at least three HSC Band 5 results one of which must be English; or

- HSC results and the successful completion of one or more bridging units in discipline areas to achieve the equivalent of at least three HSC Band 5s including English; or

- the completion of at least a full year of discipline studies in another higher education award (e.g. first year of a Bachelor of Arts or a one year Diploma of Arts); or

- admission through a bona fide alternative admission pathway that has been approved by the NESA as being comparable to at least three Band 5s including English.

OR

- the program is a double, combined or integrated degree that is structured so that a full year of approved discipline studies is successfully completed prior to any discipline-specific curriculum and pedagogical studies and any supervised professional experience placement.

For the area of Technological and Applied Studies, including the following teaching subjects, Agriculture,

Design and Technology, Engineering Studies, Food Technology, Industrial Technology – Engineering,

Graphics & Multimedia, Industrial Technology, Information Processes & Technology, Textiles & Design,

Software Design & Development and Marine Studies, consideration should be given by the ITE provider for

developing pathways as defined in the AQF for advanced standing for Level 3-6 qualifications relevant to the

listed teaching areas.

Completion of a relevant undergraduate degree (and, if applicable, appropriate postgraduate studies [AQF

Levels 8-10]) that includes at least a major study in one secondary teaching area of the secondary school

curriculum.2 For the area of Technological and Applied Studies, including the following teaching subjects,

Agriculture, Design and Technology, Engineering Studies, Food Technology, Industrial Technology –

Engineering, Graphics & Multimedia, Industrial Technology, Information Processes & Technology, Textiles &

Design, Software Design & Development and Marine Studies, consideration should be given by the ITE

provider for developing pathways as defined in the AQF for advanced standing for Level 3-6 qualifications

relevant to the listed teaching areas.

A decision on appropriate study as described in this document is determined by the provider.

An additional teaching subject, if studied, requires at least a minor study in a secondary teaching area.

2A provider may require an applicant who does not meet these requirements to complete concurrent study or

appropriate bridging units before graduation.

Relevant to Program Standard 3.5 - Personal literacy and numeracy




program of study.




program of study.

Relevant to Program Standard 4 - Program structure and content

The program must include at least a major study in at least one secondary teaching area of the secondary The program must include at least a major study in at least one secondary teaching area of the secondary

2 Refer to the NESA Policy English Language Proficiency of Teachers for Provisional or Conditional Accreditation


school curriculum. A second teaching area, if studied, requires at least a minor study in a secondary teaching

area. Programs must include a minimum of one-quarter of a full time equivalent study (2 units or 0.25

EFTSL) of discipline specific curriculum and pedagogical studies for each teaching area the graduate intends

to teach and must also include at least one unit (0.125 EFTSL) in Special Education. In secondary education,

teaching areas are based on grouping of similar subjects. Teaching at HSC level may require a level of

discipline knowledge higher than the minimum requirements specified in each of the secondary

teaching area.

school curriculum. A second teaching area, if studied, requires at least a minor study in a secondary teaching

area. Programs must include a minimum of one-quarter of a full time equivalent study (2 units or 0.25

EFTSL) of discipline specific curriculum and pedagogical studies for each teaching area the graduate intends

to teach and must also include at least one unit (0.125 EFTSL) in Special Education. In secondary education,

teaching areas are based on grouping of similar subjects. Teaching at HSC level may require a level of

discipline knowledge higher than the minimum requirements specified in each of the secondary

teaching area.


English




Discipline

Knowledge


entry program

the nature and role of the language English as the primary means by which we relate to others and shape our understanding of ourselves and our world

the structure of the English language to facilitate everyday communication and its capacity to meet higher-order social, aesthetic and cultural literacy demands

a broad and critical knowledge and understanding of the English academic discipline, including recent theory and practice

the various ways composers make meaning through choices in language and form based on audience, context and purpose

the skills to creatively use and analyse language forms, features and structures of texts in different modes, media and technologies

subject-specific literacy

a wide variety of texts that reflect the demands of the syllabus, learning across the curriculum content and the needs and interests of students

the significance of promoting Aboriginal and Torres Strait Islander histories and cultures through the meaningful selection of texts that are written by Aboriginal and/or Torres Strait Islander People and those that give insights into the diverse experience of Aboriginal and/or Torres Strait Islander Peoples

a broad range of different approaches to the study and process of responding to and composing texts

First teaching area

A major in English with at least three units

of a strong core of textual studies

including literature.

Other units may include studies in:

communications

creative Writing

linguistics

media studies

film studies

drama or performance arts studies.

Additional teaching area

A minor in English including at least two

units of a strong core of textual studies

including literature.

Other units may include studies in:

communications

creative writing

linguistics

media studies

film studies

drama or performance arts studies.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in English, including the principles and practices that underpin the teaching and learning of English

a range of strategies for teaching and assessing the modes of reading, writing, listening, speaking and viewing and representing

Stage appropriate texts that meet the requirements of the syllabus

use and application of relevant diagnostic and assessment tools to assist in teaching and learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in English

supporting students with disabilities to access the English curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in English

the role and value of English in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in English

the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies and support students to become competent and discriminating users of ICT

the place of secondary English across the continuum of learning in English K-12, including a particular understanding of the links between Stages 3 and 4

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for English

a comprehensive understanding of the NSW English K-10 Syllabus with specific emphasis on Stages 4 and 5 including outcomes and content, syllabus elements, text requirements, support documents, and Year 7-10 Life Skills advice, outcomes and content and the ESL Scale links to the English syllabus

a comprehensive understanding of the Stage 6 English Standard (2017), English Advanced (2017), English Extension (2017), English as an Additional Language or Dialect (EAL/D) (2017), English Studies (2017) and English Life Skills Syllabuses including outcomes and content, syllabus elements, text requirements, assessment and examination materials, support documents, and information and advice to support the learning of students with disability.


Mathematics




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the mathematics academic discipline, including recent theory and practice

nature of various forms of mathematical proof including mathematical induction, deduction, and reductio ad absurdum

study of calculus (analysis) involving topics such as ordinary differential equations, multiple integrals, limits and continuity, real or complex variable analysis

history of the development of mathematical ideas

simple counting principles and basic combinatorics as well as some discrete mathematics

measurement and data representation in a way that leads to an appreciation of variability and related distributions of measures

algebraic structures such as groups, rings and fields, linear algebra and some number theory

appreciate different geometries such as affine geometry, non-Euclidean geometry or topology

problem solutions using appropriate statistical processes

Working Mathematically to construct arguments to prove or justify results and use data to support conclusions appropriate to the context.

First teaching area

A major in pure or applied mathematics

that must include at least one unit of

algebra and one unit of calculus.

The major may include other studies of

mathematics that are relevant to the

central concepts, modes of enquiry and

structure of the content/ discipline(s) (only

one unit of statistics may be counted).

Engineering units may be considered

upon review of unit statements for

appropriate mathematical content.


A minor in pure or applied mathematics

that must include at least one unit of

algebra and one unit of calculus.

The minor may include other studies of

mathematics that are relevant to the

central concepts, modes of enquiry and

structure of the content/ discipline(s) (only

one unit of statistics may be counted).

Engineering units may be considered

upon review of unit statements for

appropriate mathematical content.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Mathematics, including the knowledge base underpinning the principles and practices of teaching and learning in Mathematics

range of strategies for teaching and assessing in Mathematics including Working Mathematically and communicating mathematical reasoning

methods of differentiating the curriculum to meet the special education and diverse needs of students in Mathematics

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Mathematics

supporting students with disabilities to access the Mathematics curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Mathematics

central ideas and common student misconceptions in algebra (development of the idea of a variable and a capacity to express generality symbolically), ratio, similarity, trigonometry, rates of change and units in measurement

role and value of Mathematics in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Mathematics

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Mathematics

place of Secondary Mathematics across the continuum of learning in Mathematics K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement and the Higher School Certificate for Mathematics

a comprehensive understanding of the NSW Mathematics K-10 Syllabus (2012) with specific emphasis on Stage 4 and 5 including outcomes and content, syllabus elements, support documents, and Year 7-10 Life Skills advice, outcomes and content


a comprehensive understanding of the Stage 6 Mathematics Standard Syllabus (2017), Mathematics Advanced Syllabus (2017), Mathematics Extension 1 Syllabus (2017), Mathematics Extension 2 Syllabus (2017) and the Mathematics Life Skills Syllabus (2017) including outcomes and content, syllabus elements, assessment materials, support documents, and information and advice to support the learning of students with disability.


Mathematics/Physics




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of mathematics and physics as academic disciplines, including recent theory and practice

nature of various forms of mathematical proof including mathematical induction, deduction, and reductio ad absurdum

study of calculus (analysis) involving topics such as ordinary differential equations, multiple integrals, limits and continuity, real or complex variable analysis

history of the development of mathematical ideas

simple counting principles and basic combinatorics as well as some discrete mathematics

measurement and data representation in a way that leads to an appreciation of variability and related distributions of measures

algebraic structures such as groups, rings and fields, linear algebra and some number theory

appreciate different geometries such as affine geometry, non-Euclidean geometry or topology

scientific method and working scientifically, including observation, development and proof of theories, use of primary and secondary data, technological advances and contemporary issues involving Science

implications of ethical, social, economic and political influences on science including issues related to sustainability and the use of scientific research and data to make informed decisions

broad and critical knowledge and understanding of the study of physics as a discipline, including recent theory and practice, history, nature and practice of physics

application and use of physics, implications of physics for society and the environment, and current issues, research and development in physics

models, theories, laws, structures and systems related to the physical world

matter and space including the qualitative and quantitative analysis of fundamental mechanics and advanced mechanics

electromagnetism, energy and energy transmission, electric and magnetic interactions

wave motion, projectile motion of particles

transfer of energy by sound and light, thermodynamic principles and gravitational fields

evidence and prediction in the development of theories in physics

evidence supporting the relationship between astronomical events and the nucleosynthesis of atoms and the development of the current model of the atom

ethical issues and physics.

First teaching area only

A minor in mathematics, including at least one unit of algebra and one unit of

calculus, and a minor in physics (only one unit of statistics may be counted).

Engineering units may be considered upon review of unit statements for appropriate

mathematical or physics content.


Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Mathematics and Physics, including the knowledge base underpinning the principles and practices of teaching and learning in Mathematics and Physics

range of strategies for teaching and assessing in Mathematics and Physics

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Mathematics and Physics

supporting students with disabilities to access the Mathematics and Physics curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Mathematics and Physics

role and value of Mathematics and Physics in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Mathematics and Physics

place of Secondary Mathematics and Physics in the continuum of learning, including a particular understanding of the links between Stage 3 and Stage 4

Working Mathematically and Working Scientifically and communicating mathematical and scientific reasoning

central ideas and common student misconceptions in algebra (development of the idea of a variable and a capacity to express generality symbolically), ratio, similarity, trigonometry, rates of change and units in measurement

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Mathematics and Physics

NESA assessment requirements for the Record of School Achievement and the Higher School Certificate for Mathematics and Physics

a comprehensive understanding of the NSW Mathematics K-10 Syllabus (2012) with specific emphasis on Stage 4 and 5 including outcomes and content, syllabus elements, support documents, and Year 7-10 Life Skills advice, outcomes and content

a comprehensive understanding of the Stage 6 Mathematics Standard Syllabus (2017), Mathematics Advanced Syllabus (2017), Mathematics Extension 1 Syllabus (2017), Mathematics Extension 2 Syllabus (2017) and the Mathematics Life Skills Syllabus (2017) including outcomes and content, syllabus elements, assessment materials, support documents, and information and advice to support the learning of students with disability

a comprehensive understanding of the Physics Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, assessment and examination materials, support documents, and information and advice to support students with disability.


Science




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the study of science as a discipline, including recent theory and practice

history, nature, research and practice of science

application and use of science including interdisciplinary applications of scientific method

completion of at least one unit in each of chemistry, physics, biology, and Earth or environmental science

knowledge and understanding of cause and effect and the development of models, theories and laws

knowledge and understanding of the process of undertaking scientific investigations and how science drives the development of technologies

ethical issues and science

applying Working Scientifically skills processes, analytical and problem-solving skills in order to make evidence based decisions

deep knowledge of science and technology, contemporary issues in science, and the ethical, economic, political and societal impacts on the development of scientific knowledge.


A major in science including two units in general, interdisciplinary or applied science

and one unit in each of:

chemistry

physics

Earth or environmental science

biology.


physics and/or chemistry content.

Curriculum and

Pedagogical

Studies

knowledge base underpinning the principles and practices of teaching and learning in Science

models of pedagogy for teaching and assessing in Science

range of strategies for teaching, Working Scientifically and assessing Science including:

1. scientific thinking and problem-solving techniques 2. planning, conducting and communicating results of investigations 3. central ideas in science and common student misconceptions

role and value of Science in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Science

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Science

supporting students with disabilities to access the Science curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Science

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Science

place of Secondary Science across the continuum of learning in Science K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement for Science and Higher School Certificate for Science

a comprehensive understanding of the NSW Science K-10 Syllabus (2012) with specific emphasis on Stage 4 and Stage 5 including outcomes and content, syllabus elements, support documents and Year 7-10 Life Skills advice, outcomes and content.

a comprehensive understanding of the Investigating Science Stage 6 Syllabus (2017) and Science Life Skills Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, assessment and examination materials, support documents, and information and advice to support the learning of students with disability.


Biology




Discipline

Knowledge


entry program


implications of ethical, social, economic and political influences on science, including issues related to sustainability and the use of scientific research and data to make informed decisions

broad and critical knowledge and understanding of the study of biology as a discipline, including recent theory and practice

models, theories and laws, and structures and systems related to the living world, including cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution

knowledge of disease in terms of cause, transmission, management and the human immune system

non-infectious disease and disorders and technologies and methods used to assist, control, prevent and treat non-infectious disease

emerging science technologies for reduction and rehabilitation of human impact on the environment

implications of biology for society and the environment

current issues, research and development in biology

ethical issues and biology.


A major in science including four units in biology.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Biology, including the knowledge base underpinning the principles and practices of teaching and learning in Biology

range of strategies for teaching and assessing in Biology including:

1. scientific thinking and problem-solving techniques 2. planning, conducting and communicating results of investigations 3. central ideas in biology and common student misconceptions

role and value of Biology in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Biology

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Biology

supporting students with disabilities to access the Biology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Biology

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Biology

place of Secondary Biology across the continuum of learning across Science K-12

NESA assessment requirements for the Record of School Achievement for Science and Higher School Certificate for Biology

a comprehensive understanding of the Biology Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, assessment and examination materials, support documents, and information and advice to support the learning of students with disability.


Chemistry




Discipline

Knowledge


entry program

scientific method and working scientifically, including observation, development and proof of theories, use of primary and secondary data, technological advances and contemporary issues involving science


broad and critical knowledge and understanding of the study of chemistry as a discipline, including recent theory and practice

models, theories and laws, and structures and systems related to the atomic structure, the periodic table and bonding, energy, chemical reactions, including acid/base reactions and chemical equilibrium, carbon chemistry and stoichiometry

chemical systems and technology used to design and analyse chemical processes

emerging science technologies for reduction and rehabilitation of human impact on the environment

applications and use of chemistry

implications of chemistry for society and the environment

current issues, research and development in chemistry

ethical issues and chemistry.


A major in science including four units in chemistry.


chemistry content.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Chemistry, including the knowledge base underpinning the principles and practices of teaching and learning in Chemistry

range of strategies for teaching and assessing in Chemistry including, scientific thinking and problem-solving techniques, planning, conducting and communicating results of investigations, central ideas in chemistry and common student misconceptions

role and value of Chemistry in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Chemistry

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Chemistry

supporting students with disabilities to access the Chemistry curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Chemistry

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Chemistry

place of Secondary Chemistry across the continuum of learning in Science K-12

NESA assessment requirements for the Record of School Achievement for Science and Higher School Certificate for Chemistry

a comprehensive understanding of the Chemistry Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, support documents, and information and advice to support the learning of students with disability.


Earth and Environmental Science



Admissions to Graduate Entry initial teacher education programs must have completed undergraduate study as per the ‘Minimum discipline study for admission to a graduate entry program’ column..

Discipline

Knowledge


entry program

scientific method and working scientifically, including observation, development and proof of theories, use of primary and secondary data, technological advances and contemporary issues involving science


broad and critical knowledge and understanding of the study of Earth and environmental science as a discipline, including recent theory and practice

geosphere, atmosphere, hydrosphere and how they are interrelated

evidence for the theory of plate tectonics and the energy and geological changes that occur at plate boundaries

energy transferral and transformation in the Earth’s systems and human impacts on the Earth in relation to hydrological and geological processes, and biological changes

models showing the structure and development of the Earth over its history and causes of the Earth’s hazards and the way they affect and are affected by the Earth’s systems

natural processes and human influences on Earth including evidence for changes in climate, renewable and non-renewable Earth resources and how their extraction, use and consumption and disposal affect Earth’s systems

application and use of Earth and environmental science

ethical issues and Earth and environmental science.

First teaching area

A major in science including three units in Earth or environmental science and one

unit in biology.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Earth and Environmental Science, including the knowledge base underpinning the principles and practices of teaching and learning in Earth and Environmental Science

range of strategies for teaching and assessing in Earth and Environmental Science including scientific thinking and problem-solving techniques; planning, conducting and communicating results of investigations; central ideas in Earth and Environmental Science and common student misconceptions

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Earth and Environmental Science

supporting students with disabilities to access the Earth and Environmental Science curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Earth and Environmental Science

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Earth and Environmental Science

role and value of Earth and Environmental Science in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Earth and Environmental Science

place of secondary Earth and Environmental Science across the continuum of learning in Science K-12

NESA assessment requirements and advice for the Record of School Achievement for Science and Higher School Certificate for Earth and Environmental Science


a comprehensive understanding of the NSW Earth and Environmental Science Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, assessment and examination materials, support documents, and information and advice to support the learning of students with disability.


Physics




Discipline

Knowledge


entry program


implications of ethical, social, economic and political influences on science including issues related to sustainability and the use of scientific research and data to make informed decisions

broad and critical knowledge and understanding of the study of physics as a discipline, including recent theory and practice, history, nature and practice of physics

application and use of physics, implications of physics for society and the environment, and current issues, research and development in physics

models, theories, laws, structures and systems related to the physical world

matter and space including the qualitative and quantitative analysis of fundamental mechanics and advanced mechanics

electromagnetism, energy and energy transmission, electric and magnetic interactions

wave motion, projectile motion of particles

transfer of energy by sound and light, thermodynamic principles and gravitational fields

evidence and prediction in the development of theories in physics

evidence supporting the relationship between astronomical events and the nucleosynthesis of atoms and the development of the current model of the atom

ethical issues and physics.


A major in science including four units in physics.

Engineering units may be considered as physics upon review of unit statements for

appropriate physics content.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Physics, including the knowledge base underpinning the principles and practices of teaching and learning in Physics

range of strategies for teaching and assessing in Physics including, scientific thinking and problem-solving techniques, planning, conducting and communicating results of investigations, central ideas in physics and common student misconceptions

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Physics

supporting students with disabilities to access the Physics curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Physics

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Physics

role and value of Physics in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Physics

place of Secondary Physics across the continuum of learning in Science K-12

NESA assessment requirements for the Record of School Achievement for Science and Higher School Certificate for Physics


a comprehensive understanding of the Physics Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, assessment and examination materials, support documents, and information and advice to support students with disability.


Aboriginal Studies




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the academic disciplines related to Aboriginal Peoples histories and cultures including recent theory and practice

similarities and diversity in Aboriginal identities, communities and cultural practice and expression

understanding of the importance of Aboriginal autonomy

understanding of Aboriginal Peoples’ ongoing contribution to, and interaction with, the wider Australian society

factors influencing attitudes towards Aboriginal and Torres Strait Islander Peoples and cultures, and the effects of these attitudes

social justice and human rights issues and how they impact on Aboriginal and Torres Strait Islander Peoples

diversity of contemporary Aboriginal and Torres Strait Islander cultural, political, social and economic life

government policies, legislation and judicial processes and their impact on Aboriginal, Torres Strait Islander and international Indigenous Peoples

the similarities and differences in the experiences of Indigenous communities that have been impacted by colonisation.

research and communication skills that use appropriate protocols and ethical practices when working with Aboriginal communities including knowledge of Indigenous Cultural and Intellectual Property

study of Aboriginal and Torres Strait Islander languages and cultures

relationship between language and culture by using a language to communicate.

First teaching area

A major in Aboriginal Studies in areas

such as

Aboriginal Peoples’ relationship to Country

contact, colonisation and Aboriginal and Torres Strait Islander histories and cultures

government policies affecting Aboriginal Peoples including Segregation, Assimilation and Aboriginal Self-Determination

the Land Rights movement and the recognition of native title

Aboriginal and Torres Strait Islander literature and oral expression

Aboriginal languages and cultures.


A minor in Aboriginal Studies in areas

such as

Aboriginal Peoples’ relationship to Country

contact, colonisation and Aboriginal and Torres Strait Islander histories and cultures

government policies affecting Aboriginal Peoples including Segregation, Assimilation and Aboriginal Self-Determination

the Land Rights movement and the recognition of native title

Aboriginal and Torres Strait Islander literature and oral expression

Aboriginal languages and cultures.

Curriculum and

Pedagogical

Studies

knowledge base underpinning the principles and practices of teaching and learning about Aboriginal histories and cultures

current issues that relate to the teaching of Aboriginal Studies K-12

models of pedagogy for teaching and assessing in Aboriginal Studies, and a range of strategies for teaching and assessing in Aboriginal Studies, including inquiry approaches to learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Aboriginal Studies

supporting students with disabilities to access the Aboriginal Studies curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures across the curriculum

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Aboriginal Studies

role and value of Aboriginal Studies in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Aboriginal Studies

place of secondary HSIE across the continuum of learning across K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Aboriginal Studies and another syllabus studied


a comprehensive understanding of the Aboriginal Studies Years 7-10 Syllabus (2003) , another HSIE Years 7-10 syllabus and Aboriginal Studies Stage 6 Syllabus (2010) including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, support documents, Life Skills outcomes and content, and sample units of work.


Ancient History




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the academic discipline of history and related areas such as archaeology, including recent theory and practice

nature of history and past societies including their material culture

ancient civilisations such as Egypt, Near East, Greece, Rome and China, including personalities and historical periods

historical concepts such as continuity and change, significance and contestability

different perspectives of individuals and groups in their historical context

processes of historical investigation and inquiry

role of archaeology and science in investigating the ancient past

application of historical skills, including analysis and interpretation of a range of sources including archaeological evidence

the interpretation and representation of the ancient past, including historical arguments

significant historiographical ideas and processes.

First teaching area

A major in history in areas such as:

ancient history

archaeology

historiography

including one unit in medieval or modern

history.


A minor in history in areas such as

ancient history

archaeology

historiography

including one unit in medieval or modern

history.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in History, including the knowledge base underpinning the principles and practices of teaching and learning in History

current issues that relate to the teaching of Secondary History

range of strategies for teaching and assessing in History, including inquiry approaches to learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Ancient History

supporting students with disabilities to access the Ancient History curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Ancient History

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Ancient History

use a range of digital resources and tools in ways that enable deep engagement, support a range of approaches to learning, assist and enhance literacy and numeracy development, and develop understanding in Ancient History

role and value of Ancient History in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Ancient History

place of Secondary HSIE in the continuum of learning across K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement for History and Higher School Certificate for Ancient History and another syllabus studied

a comprehensive understanding of the NSW History K-10 Syllabus (2012) with specific emphasis on Stage 4 and Stage 5 including outcomes and content, syllabus elements, support documents, and Years 7-10 Life Skills advice, outcomes and content

a comprehensive understanding of the Ancient History Stage 6 Syllabus (2017), the History Extension Stage 6 Syllabus (2017) and the Ancient History Life Skills Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, assessment materials, support documents, and information and advice to support the learning of students with disability.


Business Studies




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the academic discipline of business studies/ commerce/ work education, including recent theory and practice

nature, role, structure, functions, processes and operations of business

concepts of business management, financial planning, marketing, employment relations, human resource management and global business

investigation, analysis, synthesis and evaluation of business information from a variety of perspectives

practice of financial planning

business debate and communication about business information, ideas and issues

ethical and responsible business approaches towards people, societies and environments.

First teaching area

A major in business studies including at

least one unit of finance or accounting

and one unit of business management

and the remaining units drawn from:

business law (Australian/ English)

economics

human resource management

industrial relations

marketing

finance

accounting

business management.


A minor in business studies including at

least one unit of finance or accounting

and one unit of business management

and the two units drawn from:

business law (Australian/ English)

economics

human resource management

industrial relations

marketing

finance

accounting

business management.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing of Business Studies/ Commerce/ Work Education, including the knowledge base underpinning the principles and practices of teaching and learning in Business Studies/ Commerce/ Work Education

current issues that relate to the teaching of Business Studies/ Commerce/ Work Education

range of strategies for teaching and assessing of Business Studies/ Commerce/ Work Education, including inquiry approaches to learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Business Studies/ Commerce/ Work Education

supporting students with disabilities to access the Business Studies/ Commerce/ Work Education curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Business Studies/ Commerce/ Work Education

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Business Studies

role and value of Business Studies/Commerce/Work Education in the broader school curriculum and the development of students’ literacy, digital literacy, financial literacy and numeracy capabilities in Business Studies/Commerce/Work Education

place of secondary HSIE across the continuum of learning in K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Business Studies, Commerce and Work Education and another syllabus studied

a comprehensive understanding of the Commerce Years 7-10 Syllabus (2003), another HSIE Years 7-10 syllabus, Work Education Years 7-10 Syllabus (2003) and Business Studies Stage 6 Syllabus (2013), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, support documents, Life Skills outcomes and content, and sample units of work.


Economics




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the academic discipline of economics/ commerce/ work education, including recent theory and practice

nature and role of economics/commerce in contemporary globalised society

reasons for and ways economic behaviour of individuals, firms, institutions and governments affects the income, wealth and quality of life and wealth (national, regional, global)

function and operation of markets and the operation and management of economies

contemporary economic problems and issues facing individuals, firms and governments

analysis, synthesis and evaluation of economic information and data

economic debate and communication concerning economic information, ideas and issues

ethical and responsible economic approaches towards people, societies and environments including sustainability.

First teaching area

A major in economics.


A minor in economics.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Economics/ Commerce/ Work Education, including the knowledge base underpinning the principles and practices of teaching and learning in Economics/ Commerce/ Work Education

current issues that relate to the teaching of secondary Economics/ Commerce/ Work Education

range of strategies for teaching and assessing in Economics/ Commerce/ Work Education, including inquiry approaches to learning

the investigation of business using hypothetical situations and actual business case studies

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Business Studies/ Commerce/ Work Education

supporting students with disabilities to access the Business Studies/ Commerce/ Work Education curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Economics/ Commerce/ Work Education

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Economics

role and value of Economics/Commerce/Work Education in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Economics/Commerce/Work Education

place of Secondary HSIE across the continuum of learning in K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Economics, Commerce and Work Education and another syllabus studied

a comprehensive understanding of the Commerce Years 7-10 Syllabus (2003), another HSIE Years 7-10 syllabus, Work Education Years 7-10 Syllabus (2003) and Economics Stage 6 Syllabus (2009), including aim, objectives, outcomes, content, course requirements, key terms related to Economics/ Commerce/ Work Education, assessment and examination materials, support documents, Life Skills outcomes and content, and sample units of work.


Geography




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of geography as an academic discipline, including recent theory and practice

the characteristics and spatial distribution of environments and urban places

processes that form and transform the features and patterns of the environment, ecosystems and urban places

ways physical, social, cultural, economic and political factors shape places

impacts on people, ecosystems, urban places and economic activity at a range of scales including global and local

interactions and connections between people, places and environments including the assessment of management strategies for sustainable outcomes

geographical factors influencing human wellbeing and ways to improve human wellbeing

perspectives and controversies of people and organisations in relation to a range of geographical issues

the place of Australia in the world and the Asia-Pacific region

the nature of geographical inquiry and the application of geographical concepts, skills and tools

the process of geographical inquiry including the analysis, synthesis and evaluation of geographic information

geographical debate and communication about geographic information, ideas and issues.

First teaching area

A major in geography including units in

physical and human geography.

Units in Earth and environmental science

may be considered upon review of units

for appropriate discipline knowledge.


A minor in geography including units in

physical and human geography.

Units in Earth and environmental science

may be considered upon review of units

for appropriate discipline knowledge.


Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Geography, including the knowledge base underpinning the principles and practices of teaching and learning in Geography

current issues that relate to the teaching of Secondary Geography including Australian environments, communities and issues

range of strategies for teaching and assessing in Geography, including conducting fieldwork, and new and emerging technologies

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Geography

supporting students with disabilities to access the Geography curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Geography

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Geography

role and value of Geography in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Geography


NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Geography and another syllabus studied

a comprehensive understanding of the Geography K-10 Syllabus (2015) with specific emphasis on Stage 4 and Stage 5 including outcomes and content, syllabus elements, support documents, and Year 7-10 Life Skills advice, outcomes and content

a comprehensive understanding of the Geography Stage 6 Syllabus (amended 2009) including aim, objectives, outcomes, content, key terms, assessment and examination materials, support documents, Life Skills outcomes and content, and sample units of work.


Legal Studies




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the academic discipline of law/ legal studies, including recent theory and practice

nature, functions, systems, processes and institutions of domestic and international law

operation and dimensions of national (e.g. Australian) and international legal systems

how changes in societies influence change and reform in law

skills of legal investigation and research including legislation, cases, media reports, and international instruments and documents

concepts involved in civics and citizenship

the effectiveness of law in achieving justice.

First teaching area

A major in law or legal studies including

the Australian legal system.


A minor in law or legal studies including

the Australian legal system.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Legal Studies, including the knowledge base underpinning the principles and practices of teaching and learning in Legal Studies

current issues that relate to the teaching of Secondary Legal Studies

range of strategies for teaching and assessing in Legal Studies, including inquiry approaches to learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Legal Studies

supporting students with disabilities to access the Legal Studies curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Legal Studies

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Legal Studies

role and value of Legal Studies in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Legal Studies


NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Legal Studies and other syllabuses studied

a comprehensive understanding of the Commerce Syllabus Years 7-10 (2003), another HSIE Years 7-10 syllabus and Legal Studies Stage 6 Syllabus (2009) including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, Life Skills outcomes and content, and sample units of work.


Modern History




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the academic discipline of history, including recent theory and practice

nature of contact history in the context of Aboriginal and Torres Strait Islander Peoples and indigenous peoples of the world

nature of past societies in early modern and modern historical periods

key features of some relevant nations and the role of individuals, groups, events and developments

key features of periods of peace and conflict in the modern period

social, political and cultural history of nations and international relationships

historical concepts, such as continuity and change, significance and contestability

different perspectives of individuals and groups in their historical context

processes of historical investigation and inquiry

application of historical skills, including analysis and interpretation of a range of sources

the interpretation and representation of the modern past, including historical arguments

significant historiographical ideas and processes.

First teaching area

A major in history in areas such as

Australian history

contact and Aboriginal history

early modern history

historiography

modern history

including one unit in ancient history or

medieval history.


A minor in history in areas such as

Australian history

contact and Aboriginal History

early modern history

historiography

modern history

including one unit in ancient history or

medieval history.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in History, including the knowledge base underpinning the principles and practices of teaching and learning in History

current issues that relate to the teaching of Secondary History

range of strategies for teaching and assessing in History, including inquiry approaches to learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Modern History

supporting students with disabilities to access the Modern History curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Modern History

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Modern History

use a range of digital resources and tools in ways that enable deep engagement, support a range of approaches to learning, assist and enhance literacy and numeracy development, and develop understanding and respect for Aboriginal and Torres Strait Islander histories and cultures

role and value of Modern History in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Modern History

place of Secondary HSIE in the continuum of learning across K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for History and another syllabus studied

a comprehensive understanding of the NSW History K-10 Syllabus (2012), with specific emphasis on Stage 4 and Stage 5, including outcomes and content, syllabus elements, support documents, and the Year 7-10 Life Skills advice, outcomes and content


a comprehensive understanding of the Modern History Stage 6 Syllabus (2017), the History Extension Stage 6 Syllabus (2017) and the Modern History Life Skills Stage 6 Syllabus (2017) including outcomes and content, syllabus elements, assessment and examination materials, support documents, and information and advice to support the learning of students with disability.


Society and Culture




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of academic disciplines related to society and culture, including recent theory and practice

interactions of persons, societies, cultures and environments across time

continuity and change, personal and social futures and strategies for change

role of power, authority, identity, gender, technologies and globalisation in societies and cultures

skills of social and cultural research, using appropriate protocols and ethical practices

concepts involved in social and cultural literacy.

First teaching area

A major including at least one unit in

sociology and the remaining units drawn

from

Aboriginal studies

anthropology

Asian or Pacific Studies

civics

cultural studies

government

history

philosophy

politics

studies of religion

social communication

sociology.


A minor including at least one unit in

sociology and the remaining units drawn

from

Aboriginal studies

anthropology

Asian or Pacific Studies

civics

cultural studies

government

history

philosophy

politics

studies of religion

social communication

sociology.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Society and Culture, including the knowledge base underpinning the principles and practices of teaching and learning in Society and Culture

range of strategies for teaching and assessing in Society and Culture, including inquiry approaches to learning and students’ literacy in Society and Culture

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Society and Culture

supporting students with disabilities to access the Society and Culture curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Society and Culture

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Society and Culture

use a range of digital resources and tools in ways that enable deep engagement, support a range of approaches to learning, assist and enhance literacy and numeracy development, and develop understanding in Society and Culture

role and value of Society and Culture in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Society and Culture


current issues that relate to the teaching of Secondary Society and Culture

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Society and Culture and other syllabuses studied


a comprehensive understanding of the Years 7-10 HSIE Syllabuses and Society and Culture Stage 6 Syllabus (2013) including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, support documents, Life Skills outcomes and content, and sample units of work.


Studies of Religion




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of academic discipline related to studies of religion, including recent theory and practice

nature of religion and belief systems in local and global contexts

influence and expression of religion and belief systems, such as those in Australia

world’s major religions and traditions

religion and belief systems, and ethics over time

influence and expression of religion and belief systems in Australia

religion and belief systems over time in Australia

concepts involved in civics and citizenship such as interfaith dialogue and intercultural understanding.

First teaching area

A major in studies of religion including

comparative religions and culture.


A minor in studies of religion including

comparative religions and culture.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Studies of Religion, including the knowledge base underpinning the principles and practices of teaching and learning in Studies of Religion

current issues that relate to the teaching of Secondary Studies of Religion

range of strategies for teaching and assessing in Studies of Religion, including inquiry approaches to learning and students’ literacy in Studies of Religion

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Studies of Religion

supporting students with disabilities to access the Studies of Religion curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Studies of Religion

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Studies of Religion

use a range of digital resources and tools in ways that enable deep engagement, support a range of approaches to learning, assist and enhance literacy and numeracy development, and develop understanding in Studies of Religion

role and value of Studies of Religion in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Studies of Religion


NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Studies of Religion and other syllabuses studied

a comprehensive understanding of the History Years K-10 Syllabus (2012), with specific emphasis on Stage 4 and Stage 5, and the Studies of Religion Stage 6 (2013) Syllabus including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, support documents, Life Skills outcomes and content, and sample units of work.


Agriculture (Inc. Agricultural Technology)




Discipline

Knowledge

Program Standard 4.2 Description of relevant discipline studies in an undergraduate program* Program Standard 3.7 Minimum discipline study for admission to a graduate

entry program*

broad and critical knowledge and understanding of the agriculture discipline, including recent theory and practice, related to principles and processes of production and the development of agricultural enterprise as an industry

nature and role of agriculture including:

- physical, chemical, biological, social, historical and economic factors that interact in agricultural production systems (managed environments)

- management of production systems including social and environmental issues - technology and management techniques used in sustainable agricultural production and marketing - competency and safety in agricultural work practices - skills of research (investigation, collection, analysis, interpretation), experimentation, and

communication - impact of innovation, ethics and current issues on Australia’s agricultural systems - local and global interaction of agriculture with Australia’s economy, culture and society - sustainable and ethical agricultural practices, in particular animal welfare and ethics

practice of designing, producing and problem solving in agriculture contexts.

* consideration should be given by the ITE provider for developing pathways as defined in the AQF for advanced standing for Level 3-6 qualifications relevant to the teaching subject. Under this circumstance the ‘major’ requirement of no more than two units at first year level and no fewer than two units at third year level may be varied.

First teaching area

A major in agriculture in areas such as:

agricultural science

agricultural technology or

horticulture

agronomy

primary industries

rural science

including studies of:

plants and animals

animal care

agricultural enterprises

chemical safety.


A minor in agriculture in areas such as:

agricultural science

agricultural technology or

horticulture

agronomy

primary industries

rural science


plants and animals

animal care

agricultural enterprises

chemical safety.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Agriculture, including the knowledge base underpinning the principles and practices of teaching and learning in Agriculture

range of strategies for teaching and assessing in Agriculture for practical, design and enterprise-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Agriculture

supporting students with disabilities to access the Agriculture curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Agriculture

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Agriculture

role and value of Agriculture in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Agriculture

place of Secondary Agriculture across the continuum of learning for Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology Mandatory

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Agriculture, and other syllabuses studied, including specific reference to Assessment and Reporting in Agriculture Stage 6 (July 2017)

management practices for technology teachers including safety, risk management, project management, selecting, storing, maintaining and replacing materials, equipment and other resources

Technology (Mandatory) Years 7-8 Syllabus (2003), Agricultural Technology Years 7-10 Syllabus (2003), another Years 7-10 Technology syllabus and Agriculture Stage 6 Syllabus (amended 2013), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, support documents, and Life Skills outcomes and content, and sample units of work.


Design and Technology (Inc. Technology Mandatory)




Discipline

Knowledge


entry program*

broad knowledge and understanding of the technology discipline through understanding of

- agriculture and food technologies

- engineered systems

- material technologies and

- digital technologies

skills in developing and applying thinking skills, including:

- computational thinking

- design thinking

- systems thinking

knowledge and understanding of recent theory and practice related to principles and processes of design and production, and associated industries

processes of design and production for developing design ideas, producing solutions, documenting, communicating and presenting evidence of the application of design thinking to project development.

selecting and using a range of materials, tools and equipment competently and safely through to the realisation of products as solutions to design needs and opportunities.

innovation, creativity and enterprise in the application of design thinking

nature, role and impact of past, current and emerging technologies on the individual, society and environments

work of designers and the issues that influence their work, including principles of appropriate technology, ethical and responsible design and ecological sustainability

practice of design and problem solving

use of digital tools for designing and producing including CAD/ CAM and 3D modelling for development of design solutions.



A major in areas such as:

architecture

agriculture

computing studies

engineering

fashion design

graphic design

industrial design

interior design

landscape design

multimedia

product design

system design

including two units of practical application in designing and hands on producing in two

or more of the following technology related areas:

agriculture

food technologies

digital technologies

engineering systems

materials technologies (electronics, graphics, metal, multimedia, polymers, timber, textiles)

including evidence of the use of tools, equipment and techniques to a high level in the

production of working solutions to design challenges.


Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Design and Technology including Technology Mandatory contexts, including the knowledge base underpinning the principles and practices of teaching and learning in Design and Technology including Technology Mandatory contexts

historical perspectives of the development of Design and Technology and Technology Education curricula.

range of strategies for teaching and assessing in Design and Technology for practical, design and project-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Design and Technology

supporting students with disabilities to access the Design and Technology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Design and Technology

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Design and Technology

role and value of Design and Technology in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Design and Technology

place of Secondary Design and Technology across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology Mandatory and Stage 5 elective technologies

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Design and Technology and other syllabuses studied, including specific reference to Assessment and Reporting in Design and Technology Stage 6 (July, 2017)

management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources

Technology (Mandatory) Years 7-8 Syllabus (2003), another Years 7-10 Technology syllabus, Design and Technology Years 7-10 Syllabus (2003) and Design and Technology Stage 6 Syllabus (updated 2013), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, and Life Skills outcomes and content, and sample units of work.


Engineering Studies (Stage 6)




Discipline

Knowledge


entry program*

application of engineering knowledge and skills to a broad range of engineering disciplines including civil, mechanical, mechatronic, bio-medical and aeronautical engineering.

investigate career paths in engineering and the impact of new and emerging engineering fields on careers and professions

appreciation and understanding that engineering work is concerned with cost-effective, timely, reliable, safe, aesthetically pleasing and environmentally sustainable outcomes as well as maintaining a consciousness of ideals associated with social and ethical responsibilities and service

application of mathematical and engineering skills and knowledge associated with the study of engineering, its practices and associated methodologies.

knowledge of mechanical and physical properties of materials in various structural and non-structural situations

knowledge of ferrous and non-ferrous alloys, ceramics, polymers, composites and their use in a range of manufactured products

knowledge of electrical circuits, components, ohm’s law, logic circuits, control technology, telecommunications

solution of engineering problems involving the synthesis and analysis of information, self-directed learning, communication, management and collaborative skills

conduct experiments and practical investigations to demonstrate engineering principles, properties of materials and to solve engineering problems

develop communication skills appropriate to engineering including engineering reports

read, interpret and produce orthogonal, oblique, isometric, true lengths of lines and developments to AS1100

understand and apply engineering data and terminology and use CAD, CAM, simulations or 3 D modelling programs to design and represent solutions.


First teaching area

A major in engineering in areas such as:

civil engineering

mechanical engineering

electrical engineering

mechatronic engineering

or relevant discipline


the application of engineering principles and methods

management and problem-solving in engineering contexts

responsibilities of engineers in society

design thinking and problem based thinking as used in the engineering profession.


A minor in engineering in areas such as:

civil engineering

mechanical engineering

electrical engineering

mechatronic engineering



the application of engineering principles and methods

management and problem-solving in engineering contexts

responsibilities of engineers in society

design thinking and problem based thinking as used in the engineering profession.

models of pedagogy for teaching and assessing in Engineering, including the knowledge base underpinning the principles and practices of teaching and learning in Engineering

range of strategies for teaching and assessing in Engineering for practical, design and project-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Engineering Studies

supporting students with disabilities to access the Engineering Studies curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Engineering Studies


Curriculum and

Pedagogical

Studies

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Engineering Studies

role and value of Engineering Studies in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Engineering Studies

place of Secondary Engineering across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Engineering Studies and other syllabuses studied, including specific reference to Assessment and Reporting in Engineering Studies Stage 6 (July 2017)


Technology (Mandatory) Years 7-8 Syllabus (2003), Industrial Technology Years 7-10 Syllabus (2003) (focus area Engineering), another Years 7-10 technology syllabus or focus area in Industrial Technology and Engineering Studies Stage 6 Syllabus (2011), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, and Life Skills outcomes and content, and sample units of work.


Food Technology




Discipline

Knowledge


entry program*

the technology discipline, including recent theory and practice, related to principles and processes of the production and development of the Australian food industry including bush tucker

government policies and legislation that impacts on the Australian food industry

the nature of food, human nutrition and the importance of food to health

current and emerging food technologies including food production development

influences on food consumption, including preparation, processing, storage, distribution and marketing

the cultural, social and economic significance of food in Australia

designing, preparing, presenting and experimenting with food and food products for a specific purpose, including functional properties, sensory characteristics and principles of food preservation

selecting foods, planning and preparing meals/dishes to achieve optimum nutrition for individuals and groups

selecting and using a range of utensils, tools and equipment competently and safely in the production of quality food

researching, analysing and communicating food ideas.

* consideration should be given by the ITE provider for developing pathways as defined in the AQF for

advanced standing for Level 3-6 qualifications relevant to the teaching subject. Under this circumstance the

‘major’ requirement of no more than two units at first year level and no fewer than two units at third year

level may be varied.

First teaching area

A major in food in areas such as:

dietician

nutritionist

food technologist

food science


including studies of

the Australian food industry

food manufacture

food product development

nutrition.


A minor in areas such as:

dietician

nutritionist

food technologist

food science



the Australian food industry

food manufacture

food product development

nutrition.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Food Technology, including the knowledge base underpinning the principles and practices of teaching and learning in Food Technology

range of strategies for teaching and assessing in Food Technology, including a focus on practical, design and project-based learning, and procedures to address food allergies

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Food Technology

supporting students with disabilities to access the Food Technology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Food Technology

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Food Technology

role and value of Food Technology in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Food Technology

place of Secondary Food Technology across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Food Technology and other syllabuses studied, including specific reference to Assessment and Reporting in Food Technology Stage 6 (July 2017)



Technology (Mandatory) Years 7-8 Syllabus (2003), Food Technology Years 7-10 Syllabus (2003), another Years 7-10 technology syllabus, and Food Technology Stage 6 Syllabus (2010), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, and Life Skills outcomes and content, and sample units of work.


Industrial Technology




Discipline

Knowledge


entry program*

Industrial Technology (a maximum of 2 general units in Industrial Technology)

broad and critical knowledge and understanding of the technology discipline, including recent theory and

practice related to principles and processes of production and the development of design as an industry

nature and role of current and emerging industrial technology in particular focus areas including:

- structural, technical, environmental and sociological factors, personnel issues and occupational health

and safety related to a specific industry

- designing, drawing, computer applications

- workplace communication including literacy, numeracy, calculations and graphics

- industry-specific production principles and processes

- preparation, manufacture and presentation of quality products for specified purposes and situations

- relationships between technology, the individual, society and the environment

- contemporary manufacturing and designing to manufacture technologies.

- project management and collaboration.

Industrial Technology – Timber focus area (minimum 2 units)

design and manufacture of complex timber projects using contemporary processes, tools and machinery

properties of and uses for natural and manufactured resources in a range of consumer, commercial and

industrial contexts

impact and influence of the timber products and furniture industry on the economy, society and the

environment; giving consideration to the role of emerging technologies on the way manufactured products

are made and used

practice of design and production/manufacture in the timber products and furniture industry context,

including automation, mechanisation, control technology and CAD CAM, including both additive and

subtractive technologies.

AND EITHER

Industrial Technology – Metals focus area (minimum 2 units)

design and manufacture of complex metal based projects using contemporary processes, tools and

machinery


A total of at least six units in Industrial Technology

A major in areas such as industrial design, industrial technology or technics areas or

mechanical, civil, electrical, software engineering

including studies in areas such as

timber, metals, polymers, composites, electronics, technical drawing and engineering

using resistant materials.

Additional study may be undertaken as follows:

Industrial Technology - automotive at least two units of automotive studies

Industrial Technology - building and construction at least two units of study in

building and construction.


mechanical and physical properties of ferrous and non-ferrous metals in various structural and non-structural

forms

impact and influence of the metal manufacturing industry on the economy, society and the environment;

giving consideration to the role of emerging technologies on the way manufactured products are made and

used

practice of design and production/manufacture in the metals and engineering context including automation,

mechanisation, control technology and CAD CAM, including both additive and subtractive technologies.

OR

Industrial Technology – Electronics focus area (minimum 2 units)

design and manufacture of complex projects using contemporary electrical principles, manufacturing

processes, instruments and testing equipment

logical and systematic nature of electronic circuitry and how electronic elements integrate to meet identified

needs

impact and influence of the electronics industry on the economy, society and the environment; giving

consideration to the role of emerging technologies on the way electronic products are made and used.

practice of design and production/manufacture in the electronics industry context including automation,

mechanisation, control technology and CAD CAM, including both additive and subtractive technologies.





Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing a material-specific technology, including the knowledge base underpinning the principles and practices of teaching and learning in a material-

specific technology

range of strategies for teaching and assessing a material-specific technology for practical, design and project-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Industrial Technology

supporting students with disabilities to access the Industrial Technology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Industrial Technology

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Industrial Technology

role and value of Industrial Technology in the broader school curriculum and the development of students’ literacy, digital literacy, material-specific technology and numeracy capabilities in Industrial Technology

place of Industrial Technology across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology


NESA assessment requirements for the Record of School Achievement and Higher School Certificate for a material-specific technology in Industrial Technology syllabuses and other syllabuses studied, including specific reference to Assessment and Reporting in Industrial Technology Stage 6 (July 2017)

Technology (Mandatory) Years 7-8 Syllabus (2003), Industrial Technology Years 7-10 Syllabus (2003), another Years 7-10 technology syllabus, and Industrial Technology Stage 6 Syllabus (2013), including aim, objectives, outcomes, content, course requirements, key terms, Life Skills outcomes and content, and sample units of work.


Industrial Technology Engineering




Discipline

Knowledge


entry program*

broad and critical knowledge and understanding of the Engineering Technology discipline, including recent theory and practice related to principles and processes of engineering and electronics industries

investigate career paths in engineering, describe the impact of new and emerging engineering fields on careers and professions, discuss some legal and ethical issues that apply to engineering, analyse engineering projects in terms of its effect on the community, prepare reports to document experiments and processes undertaken in the development and production of projects, and compare and contrast industrial/commercial practices with those undertaken in the classroom

knowledge of alternative energies, control technologies, electricity and electronics, mechanisms, structures

solution of engineering problems involving the synthesis and analysis of information, self-directed learning, communication, management and collaborative skills, design and construct solutions to engineering problems, modify designs and follow a planned construction sequence in the development and production of projects, apply the principles of mechanics and electricity to calculate solutions to design solutions, carry out experiments to demonstrate engineering and electrical principles, and use materials in design and production based on an understanding of their properties

project based learning including dismantle and assemble mechanisms to understand how they work, safely use hand and power tools, materials, finishes and equipment, select and use personal protective equipment, and design and production/manufacture including automation, mechanisation, control technology and CAD/CAM, including both additive and subtractive technologies

sketch ideas for components, products and solutions, read, interpret and produce simple engineering drawings, read, interpret and produce isometric and oblique drawings, understand and apply engineering data and terminology and use CAD or 3D modelling programs to design and represent solutions

describe advances in computer technology and the ensuing improvements in computers and computer systems, logical and systematic nature of electronic circuitry and how electronic elements integrate with computer technologies to meet identified needs.


First teaching area

A major in engineering technology

studies or relevant discipline


technology

engineering

project based learning

CAD/CAM.


A minor in engineering technology

studies or relevant discipline


technology

engineering

project based learning

CAD/CAM.


Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing a material-specific technology, including the knowledge base underpinning the principles and practices of teaching and learning in a material-specific technology

range of strategies for teaching and assessing a material-specific technology for practical, design and project-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Industrial Technology Engineering

supporting students with disabilities to access the Industrial Technology Engineering curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Industrial Technology Engineering

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Industrial Technology Engineering (including electronics)

role and value of Industrial Technology in the broader school curriculum and the development of students’ literacy, digital literacy, material-specific technology and numeracy capabilities in Industrial Technology

place of Industrial Technology across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology


NESA assessment requirements for the Record of School Achievement and Higher School Certificate for a material-specific technology in Industrial Technology syllabuses and other syllabuses studied, including specific reference to Assessment and Reporting in Industrial Technology Stage 6 (July 2017)

Technology (Mandatory) Years 7-8 Syllabus (2003), Industrial Technology Years 7-10 Syllabus (2003), another Years 7-10 technology syllabus, and Industrial Technology Stage 6 Syllabus (2013), including aim, objectives, outcomes, content, course requirements, key terms, Life Skills outcomes and content, and sample units of work.


Industrial Technology Graphics and Multimedia (Inc. Graphics Technology)




Discipline

Knowledge


entry program*

broad and critical knowledge and understanding of the technology discipline, including recent theory and practice related to principles and processes of production and the development of technical and non-technical graphics and multimedia products

nature and role of past, current and emerging technologies in the technical graphics industry and the multimedia industry

impact and influence of the graphics industry on the economy, society and the environment, including the role of emerging technologies on the way graphics and multimedia presentations are created and used

design and create complex projects using contemporary graphics techniques utilising Australian Standards (AS1100) including CAD or 3D modelling programs

read, interpret and produce a variety of drawings including but not limited to orthogonal, oblique, isometric and architectural drawings

read, interpret and produce drawings using plane, solid and surface geometry

design and create complex projects using contemporary multimedia techniques, communication and presentation media

knowledge of resources used in the development of graphics products and multimedia products and the management of these to communicate effectively to an identified audience

practice of design and production in the context of the graphics and the multimedia industry

application of legal, ethical and environmental requirements and considerations.





First teaching area

A major in graphics and multimedia or

equivalent discipline


technical illustration

industrial design

graphic design or multimedia design including computer-aided design (CAD).


A minor in graphics and multimedia or

equivalent discipline


technical illustration

industrial design

graphic design or multimedia design including computer-aided design (CAD).

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Graphics Technology and Multimedia Technology, including the knowledge base underpinning the principles and practices of teaching and learning in Graphics Technology and Multimedia Technology

a range of strategies for teaching and assessing graphics and multimedia projects

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Graphics Technology and Multimedia Technology

supporting students with disabilities to access the Graphics Technology and Multimedia Technology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Graphics Technology and/or Multimedia Technology

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Industrial Technology Graphics and Multimedia (Including graphics technology)

role and value of Graphics Technology and Multimedia Technology in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Graphics Technology and Multimedia Technology


role and value of Graphics Technology and Multimedia Technology in the broader school curriculum and the relationship between a material-specific Graphics Technology and Multimedia Technology of the links between Stage 3 Science and Technology and Stage 4 Technology

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for graphics technology and multimedia technology syllabuses and other syllabuses studied, including specific reference to Assessment and Reporting in Industrial Technology Stage 6 (July 2017)


Technology (Mandatory) Years 7-8 Syllabus (2003), Industrial Technology Years 7-10 Syllabus (2003) (focus area Multimedia), Graphics Technology 7-10 Years Syllabus (2003), another Years 7-10 Technology syllabus, and Industrial Technology Stage 6 Syllabus (2003) (focus area Graphics and Multimedia), and Design and Technology Stage 6 Syllabus (2013), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, support documents, Life Skills outcomes and content, and sample units of work.


Information Processes and Technology (Inc. Information and Software Technology)




Discipline

Knowledge


entry program*

broad and critical knowledge and understanding of the technology discipline, including recent theory and

practice related to principles and processes of production and the development of computing technology

nature and role of current and emerging computing technology:

- information systems and processes, including historical perspectives

- tools for and interrelationships between information processes

- planning, design and implementation of information systems

- personal and group information and communication systems and databases

- project based management, including social and ethical decision-making

- management, communication and collaboration on information systems projects

- ways software solutions utilise and interact with other elements of computer systems

- legal, social and ethical issues

practice of designing, producing and problem solving in digital technology contexts.





First teaching area

A major in computing or computing

technology including at least two units

that develop skills in information and

communications technologies and

information systems e.g. database design

including relational databases and

communication systems/networking,

coding and systems management, and

skills in designing and producing digital

products including non- visual

programming languages.


A minor in computing or computing

technology including at least two units

that develop skills in information and

communications technologies and

information systems e.g. database

design including relational databases

and communication systems/networking,

coding and systems management, and

skills in designing and producing digital

products including non- visual

programming languages

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing Information Processes and Technology, including the knowledge base underpinning the principles and practices of teaching and learning

Information Processes and Technology

range of strategies for teaching and assessing Information Processes and Technology for practical, design and project-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Information Processes and Technology

supporting students with disabilities to access the Information Processes and Technology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Information Processes and Technology

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Information Processes and Technology (including Information and Software Technology)

role and value of Information Processes and Technology in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Information Processes and Technology

place of secondary Information Processes and Technology across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for computing technology syllabuses and other syllabuses studied, including specific reference to Assessment and Reporting in Information Processes and Technology Stage 6 (July 2017)

management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing equipment and other resources

Technology (Mandatory) Years 7-8 Syllabus (2003), Information and Software Technology Years 7-10 Syllabus (2003), another Years 7-10 technology syllabus and the Information Processes and Technology Stage 6 Syllabus (2009), including aim, objectives, outcomes, content, course requirements, key terms, Life Skills outcomes and content, and sample units of work.


Marine Studies (Inc. Marine and Aquaculture Technology)




Discipline

Knowledge


entry program*

broad and critical knowledge and understanding of the technology discipline, including recent theory and practice related to principles and processes of production and the development of marine and aquaculture technology

role and impact for the individual consumer, society and the environment in marine and aquaculture technology endeavours

environmentally or economically sustainable methods of farming fish, molluscs, crustaceans and aquatic plants

knowledge and skills to use and protect its unique ecosystems, and communicate their appreciation to the community

the maintenance of biodiversity and the sustainable use of marine ecosystem

nature, role and impact of past, current and emerging technology in marine and aquaculture technology

workplace health and safety related to marine and aquaculture technology

practice of design and problem solving in the marine and aquaculture technology context

use of digital tools for management, designing and producing in marine and aquaculture technology.





First teaching area

A major in science, marine studies,

biology, Earth and environmental

science or discipline area relevant to

project based learning in Marine Studies

and Aquaculture Technology.

Project based learning must be a

component of the pedagogical study

associated with this teaching area.

Teachers must ensure that they have the

required first aid, permits, licences or

certifications for any project based

activity.


A minor in science, marine studies,

biology, Earth and environmental

science or discipline area relevant to

project based learning in Marine Studies

and Aquaculture Technology.

Project based learning must be a

component of the pedagogical study

associated with this teaching area.

Teachers must ensure that they have the

required first aid, permits, licences or

certifications for any project based

activity.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing in Marine and Aquaculture Technology, including project based learning, including the knowledge base underpinning the principles and practices of teaching and learning in Marine and Aquaculture Technology

range of strategies for teaching and assessing in Marine and Aquaculture Technology including project development relating to coastal areas and other water-related environments, as well as water-related enterprises and leisure activities.

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Marine and Aquaculture Technology

supporting students with disabilities to access the Marine and Aquaculture Technology curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Marine and Aquaculture Technology

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Marine Studies (including Marine and Aquaculture Technology)

role and value of Marine and Aquaculture Technology in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Marine and Aquaculture

the place of a secondary Marine and Aquaculture Technology across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for the Marine and Aquaculture technology syllabus and another syllabus studied



a comprehensive understanding of the Marine and Aquaculture Technology Content Endorsed Course Years 7-10 Syllabus (2003), another Years 7-10 Technology syllabus including aim, objectives, outcomes, content, course requirements, key terms, Life Skills outcomes and content, and sample units of work.


Software Design and Development (Inc. Information and Software Technology)




Discipline

Knowledge


entry program*

broad and critical knowledge and understanding of the technology discipline, including recent theory and practice related to principles and processes of production and the development of computing technology as an industry

nature and role of current and emerging technologies related to software design and development such as:

- concepts and issues in the design and development of software, defining problem-solving and creating software solutions

- development and impact of software solutions, including historical perspectives - software development cycle - evolution of programming languages - interrelationships between hardware and software - ways software solutions utilise and interact with other elements of computer systems - legal, social and ethical issues - management, communication and collaboration on projects

practice of design and problem solving in a software development context.


advanced standing for Level 3-6 qualifications relevant to the teaching subject. Under this circumstance

the ‘major’ requirement of no more than two units at first year level and no fewer than two units at third

year level may be varied.

First teaching area

A major in computing or computing

technology or equivalent discipline

including at least two units that develop

skills in the design and development of

software e.g. programming in a computer-

based language and system analysis,

design, development and testing.


A minor in computing or computing

technology or equivalent discipline

including at least two units that develop

skills in the design and development of

software e.g. programming in a computer-

based language and system analysis,

design, development and testing.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing Software Design and Development, including the knowledge base underpinning the principles and practices of teaching and learning computing technology, and a range of strategies for teaching and assessing Software Design and Development for practical, design and project-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Software Design and Development

supporting students with disabilities to access the Software Design and Development curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Software Design and Development

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Software Design and Development (including Information and Software Technology)

role and value of Software Design and Development in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Software Design and Development

place of secondary Software Design and Development across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for computing technology syllabuses and other syllabuses studied, including specific reference to Assessment and Reporting in Software Design and Development Stage 6 (July 2017)

management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing equipment and other resources


Technology (Mandatory) Years 7-8 Syllabus (2003), Information and Software Technology Years 7-10 Syllabus (2003), another Years 7-10 technology syllabus and Software Design and Development Stage 6 Syllabus (2010), including aim, objectives, outcomes, content, course requirements, assessment and examination materials, support documents, key terms, Life Skills outcomes and content, and sample units of work.


Textiles and Design (Inc. Textiles Technology)




Discipline

Knowledge


entry program*

the technology discipline, including recent theory and practice related to principles and processes of production and the development of textiles and design as an industry

the properties and performance of textiles related to the selection of textile materials and techniques

the role and impact of textiles for the individual consumer, society and the environment

the nature, role and impact of past, current and emerging technology in The Textiles Clothing and Footwear Industry

the work of textiles designers and the issues that influence their work, including principles of appropriate technology, ethical and responsible design and ecological sustainability

Work health and safety related to a textile industry

design, production and evaluation of quality textile items and the documentation, communication and presentation of design ideas

selecting and using a range of materials, tools and equipment competently and safely in the production of quality textiles items

the practice of design and problem solving in a textiles technology context including smart textiles technologies

innovation, creativity and enterprise in the application of design thinking

the use of digital technologies, including CAD/CAM in the designing and producing of textiles products.





First teaching area

A major in textiles or equivalent

discipline including:

textile technology

fashion design


design

properties and performance of textiles

Australian textile industry.


A minor in textiles or equivalent

including:

textile technology

fashion design


design

properties and performance of textiles

Australian textile industry.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing Textiles and Design, including the knowledge base underpinning the principles and practices of teaching and learning in Tex

range of strategies for teaching and assessing in Textiles and Design for practical, design and project-based learning

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Textiles and Design

supporting students with disabilities to access the Textiles and Design curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Textiles and Design

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Textiles and Design (including Textiles Technology)

role and value of Textiles and Design in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Textiles and Design


place of Textiles and Design across the continuum of learning in Technology K-12, including a particular understanding of the links between Stage 3 Science and Technology and Stage 4 Technology Mandatory

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Textiles and Design,and another syllabus studied, including specific reference to Assessment and Reporting in Textiles and Design Stage 6 (July 2017)


Technology (Mandatory) Years 7-8 Syllabus (2003), Textile Technology Years 7-10 Syllabus (2003), another Years 7-10 Technology syllabus and Textiles and Design Stage 6 Syllabus (2013), including aim, objectives, outcomes, content, course requirements, key terms, Life Skills outcomes and content, and sample units of work.


Personal Development Health and Physical Education (PDHPE)




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of PDHPE as a discipline, including recent theory and practice

socio-cultural influences on physical activity and the social view of health

influences on adolescent health issues including evidence of study in mental health, sexual health, relationships, drug education, road safety, nutrition and healthy food habits and risk-taking behaviours

child and adolescent development, child protection education and gender studies

movement experiences in areas including gymnastics, dance, aquatics, games and sports and a range of contemporary physical activities

contemporary view of physical activity catering for the needs of young people including gender, sexuality and culture

scientific areas underpinning movement, such as anatomy, physiology, motor learning and biomechanics.


A major in

personal development and/or

health studies (with a socio-cultural perspective) and/or

physical education

with

at least three units of study in health education including mental health, sexual

health, relationships, drug education, child protection education, gender studies and

risk-taking behaviour

and

at least three units of study in physical education including contemporary physical

activities, dance, gymnastics, aquatics, games and sport.

Vocationally oriented courses, coaching certificates, umpiring/refereeing accreditation

in sports and physical activities are not recognised as equivalent.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing PDHPE, including the knowledge base underpinning the principles and practices of teaching and learning PDHPE

range of strategies for teaching and assessing PDHPE

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in PDHPE

supporting students with disabilities to access the PDHPE curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in PDHPE

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in PDHPE

role and value of PDHPE in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in PDHPE

eSafety/social media education, with a focus on proactive and preventative strategies, and social and emotional wellbeing

place of secondary PDHPE across the continuum of learning in PDHPE K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for PDHPE, including specific reference to Assessment and Reporting in PDHPE Stage 6 (July 2017)

a comprehensive understanding of the Personal Development Health and Physical Education Years 7-10 Syllabus (2003), Child Studies Years 7-10 Syllabus (2012), Physical Activities and Sport Studies Years 7-10 Syllabus (2012), Personal Development Health and Physical Education Stage 6 Syllabus (2012), and Community and Family Studies(CAFS) Stage 6 Syllabus (2016), including aim, objectives, outcomes, content, course requirements, key terms, Life Skills outcomes and content, and sample units of work. N.B. A new PDHPE K-10 Syllabus is pending.


Languages




Discipline

Knowledge


entry program*

broad and critical knowledge and understanding of the study of a language as a discipline, including recent theory, current research findings and practice

language and culture which enables participation in a range of productive and receptive interactions

linguistic and cultural systems of language including the historical and social contexts of formal and informal language usage and communication

intercultural awareness that allows effective communication across languages and cultures

production of sustained oral and written text in a range of genres demonstrating use of relevant vocabulary, syntax and structures in a specific language

authentic texts, both written and spoken, including poetry, prose, drama, song, film and digital media

proficiency in relation to phonology, syntax and language patterns, including language use in a range of formal and informal modes

educational research, theory and practice in Australia related to the teaching of languages in secondary education contexts.


advanced standing for Level 3-6 qualifications relevant to Aboriginal languages. Under this circumstance

the requirement of no more than two units at first year level and no fewer than two units at third year level

may be varied.

First teaching area

A major in a language including study of

the spoken and written language. Units

counted towards the major must be

above an introductory level of study.

Where the language is an Aboriginal

language there will be specific cultural

requirements.

Native speakers of a language must hold

an undergraduate degree and may

obtain verification from an Australian

university indicating that their level of

competency in reading, writing,

speaking, listening and culture is

equivalent to the completion of a major

in that language.


A minor in a language including study of

the spoken and written language.

Units counted towards the minor must be

above an introductory level of study.

Where the language is an Aboriginal

language there will be specific cultural

requirements.

Native speakers of a language must hold

an undergraduate degree and may

obtain verification from an Australian

university indicating that their level of

competency in reading, writing,

speaking, listening and culture is

equivalent to the completion of a minor

in that language.

Curriculum and

Pedagogical

Studies

knowledge base underpinning the principles and practices of teaching and learning in Languages

a deep understanding of models of pedagogy for teaching and assessing a Languages across the range of learners in a secondary school

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Languages

supporting students with disabilities to access the Languages curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Languages

knowledge of current developments and research into teaching and learning of first, second and a subsequent language

range of strategies for teaching and assessing in Languages, including an appropriate range of registers and contexts

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Languages

role and value of a Languages in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Languages

place of a secondary Languages across the continuum of learning

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Languages


a comprehensive understanding of the Language K-10 Syllabus/es and Language Stage 6 Syllabus/es, including aim, objectives, outcomes, content, course requirements, key terms, Life Skills outcomes and content, and sample units of work.


Dance




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the study of dance as a discipline, including recent theory and practice

socio-historic context of dance and its impact on practices of performance and composition

range of dance analysis models

composition of dance phrases and sequences and choreography of dance works

dance technique and performance quality in a range of dance styles, including techniques based in modern/contemporary dance and/or ballet

skills in composition and choreography for production and performance of a range of dance styles

thorough knowledge of anatomy and kinesiology applied to dance

working knowledge of technology, new and emergent technology and media in dance.

First teaching area

A major in dance including all of the

following

history and analysis of dance

performance, with a technique base in modern/contemporary dance and/or ballet

applied anatomy and kinesiology, and

composition/choreography.

Dance studies must be developed as a

discrete discipline.

Vocationally oriented courses are not

recognised as equivalent.


A minor in dance including all of the

following

history and analysis of dance

performance, with a technique base in modern/contemporary dance and/or ballet

applied anatomy and kinesiology, and

composition/choreography.

Dance studies must be developed as a




Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing Dance, including the knowledge base underpinning the principles and practices of teaching and learning Dance

range of strategies for teaching and assessing practices of performing, composing and appreciating Dance

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Dance

supporting students with disabilities to access the Dance curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Dance

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Dance

role and value of Dance in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Dance

place of secondary Dance across the continuum of learning in Creative Arts K-12, including a particular understanding of the links between Stage 3 and Stage 4

management practices for Dance teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Dance, including specific reference to Assessment and Reporting in Dance Stage 6 (July 2017)

A comprehensive understanding of the Dance Years 7-10 Syllabus (2003) and Dance Stage 6 Syllabus (2009), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, Dance performance Band descriptions, Dance support materials, Life Skills outcomes and content, and sample units of work.


Drama




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the study of drama as a discipline, including recent theory and practice

socio-cultural and historical influences on drama practices of making and performance

elements and practices of drama in making, performing and appreciating drama and theatre

processes of making, performing and appreciating performance styles and dramatic forms

working knowledge of technology, new and emergent technology and media in drama

production and performance of a range of plays including Australian works.

First teaching area

A major in drama including all of the

following

performance

production

theory, and

preferably Australian drama.

Drama studies must be developed as a





A minor in drama including all of the

following

performance

production

theory, and

preferably Australian drama.

Drama studies must be developed as a




Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing Drama, including the knowledge base underpinning the principles and practices of teaching and learning Drama

range of strategies for teaching and assessing Drama

drama processes relating to improvisation, play building and scripted drama and theatre

experiential understanding and learning in elements of drama, including in physical activities

collaborative making and performing practices that provide opportunities for students to develop group performances for a range of audiences

performance of scripted and non-scripted drama and theatre

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Drama

supporting students with disabilities to access the Drama curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Drama

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Drama

role and value of Drama in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Drama

place of secondary Drama across the continuum of learning in Creative Arts K-12, including a particular understanding of the links between Stage 3 and Stage 4

management practices for Drama teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Drama, including specific reference to Assessment and Reporting in Dance Stage 6 (July 2017)


a comprehensive understanding of the Drama Years 7-10 Syllabus (2003) and Drama Stage 6 Syllabus (2009), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, HSC examination rubrics, HSC performances and submitted works, Life Skills outcomes and content, and sample units of work.


Music




Discipline

Knowledge


entry program

broad and critical knowledge and understanding of the study of music as a discipline, including recent theory and practice

socio-cultural and historical contexts of a range of styles, periods and genres of music including contemporary and western art music, and Australian and Aboriginal music

learning experiences of performance, composition, musicology and aural, and how musical development occurs through the integration of these learning experiences

working knowledge of music technology and equipment including hardware, software, musical instruments, audio visual equipment and their maintenance

musical performance demonstrating high level skills in a range of musical styles

new and emerging technologies related to multimedia and music.


Major in music including all of the following

musicological study (music history and analysis) in a range of musical styles

periods and genres with a strong component of contemporary and western art music

compositional techniques

music performance studies (a minimum of two years of music performance studies) and

preferably Australian music.

The study of Music and music practice must be developed as a discrete discipline.

Vocationally oriented courses are not recognised as equivalent.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing Music, including the knowledge base underpinning the principles and practices of teaching and learning Music

range of strategies for teaching and assessing practices of performance, improvisation, musicology, aural and composition in Music

integrated study of learning experiences in Music for programs that provide opportunities for students to develop solo or ensemble performances for a range of audiences

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Music

supporting students with disabilities to access the Music curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Music

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Music

role and value of Music in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Music

place of secondary Music across the continuum of learning in Creative Arts K-12, including a particular understanding of the links between Stage 3 and Stage 4

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Music, including specific reference to Assessment and Reporting in Music 1 Stage 6, Music 2 Stage 6 and Music Extension Stage 6 (July 2017)

management practices for Music teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources

a comprehensive understanding of the Music Years 7-10 Syllabus (2003), Music 1 Stage 6 Syllabus (2009), Music 2 Stage 6 Syllabus (2009) and Music Extension Stage 6 Syllabus (2009), including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, Music performance band descriptions, support materials, Life Skills outcomes and content, and sample units of work.


Visual Arts




Discipline

Knowledge

Program Standard 4.2 Description of relevant discipline studies in an undergraduate

program Program Standard 3.7 Minimum discipline study for admission to a graduate entry program

broad and critical knowledge and understanding of the study of visual arts as a discipline, including recent theory and practice

knowledge of the conventions of art making practice in the development and resolution of the body of work

reasoned inquiry in the production of artworks and in critical and historical investigations

conventions of art making practice in a range of 2D, 3D and 4D art forms

knowledge of how artworks can be interpreted and explained in critical and historical accounts

awareness of the traditions, conventions and contemporary practices in the field of visual arts

working knowledge of technology, new and emergent technology and media in visual arts.


A major in visual arts including all of the following

practical studies in 2 dimensional art forms such as drawing, printmaking, photography, visual design, graphics and multimedia

practical studies in 3 dimensional art forms such as ceramics, sculpture (ceramic, metal, textile, etc.,), installation and site specific works

and/or

practical studies in 4-dimensional art forms such as animation, filmmaking, web-based art, game

design, time-based works, graphics and multimedia

art theory/history (a minimum of one year FTE)

studio art making practice (a minimum of one year FTE).

The study of visual arts must be developed as a discrete discipline.

Vocationally oriented courses are not recognised as equivalent.

Curriculum and

Pedagogical

Studies

models of pedagogy for teaching and assessing Visual Arts, including the knowledge base underpinning the principles and practices of teaching and learning Visual Arts

range of strategies for teaching and assessing visual arts practices

strategies for differentiating teaching, learning and assessment to meet diverse needs of students in Visual Arts

supporting students with disabilities to access the Visual Arts curriculum and demonstrate achievement

embedding Aboriginal and Torres Strait Islander histories and cultures in Visual Arts

knowledge and understanding of the use of digital resources and tools, including the selection of appropriate digital content, to complement teaching strategies, enhance learning sequences and lesson plans, and meet curriculum, assessment and reporting requirements in Visual Arts

role and value of Visual Arts in the broader school curriculum and the development of students’ literacy, digital literacy and numeracy capabilities in Visual Arts

place of secondary Visual Arts across the continuum of learning in Creative Arts K-12, including a particular understanding of the links between Stage 3 and Stage 4

management practices for Visual Arts teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources

NESA assessment requirements for the Record of School Achievement and Higher School Certificate for Visual Arts and other syllabuses studied, including specific reference to Assessment and Reporting Visual Arts

a comprehensive understanding of the Visual Arts Years 7-10 Syllabus (2003), Photographic and Digital Media Years 7-10 Syllabus (2004), Visual Design Years 7-10 Syllabus (2004) and Visual Arts Stage 6 Syllabus (2016) including aim, objectives, outcomes, content, course requirements, key terms, assessment and examination materials, HSC performances and submitted works, Visual Arts performance band descriptions, Life Skills outcomes and content, and sample units of work.


Specialised Teaching Roles

In the context of national Program Standard 4.3 c) teaching in other specialised teaching roles in schools, these requirements describe the specific content and pedagogy

required for the specialised teaching role in schools.

Teacher education graduates are required to meet the requirements for primary teaching or for secondary teaching through completing a major study in at least one secondary

subject content knowledge area. This document specifies the NESA requirements in a primary or secondary Initial Teacher Education program for a qualification in a specialised

teaching role of Special Education (General) or English as an Additional Language/Dialect (EAL/D).


Special Education

In the context of national Program Standard 4.3 c) teaching in other specialised teaching roles in schools, these requirements describe the specific content and pedagogy required for the

specialised teaching role in schools of Generalist Special Education.

Teacher education graduates are required to meet the requirements for primary teaching or for secondary teaching through completing a major study in at least one secondary teaching area.


Undergraduate initial teacher education programs must include study of content described in the Relevant areas of discipline study for inclusion in an undergraduate program column below.

Discipline

Knowledge

Relevant areas of discipline knowledge, curriculum and pedagogical studies for inclusion in an undergraduate program requiring a minimum of 1 EFTSL (eight units) of study and a

minimum of 40 days professional experience with students with a disability which will normally be undertaken in two educational settings

a comprehensive understanding of inclusive educational practices, current theory, research, legislation including the Disability Discrimination Act (1992), Disability Standards for Education (2005), United Nations Convention on the Rights of People with Disability (2008), NSW Disability Inclusion Act (2014) and policies related to students with disability

knowledge and understanding of the Nationally Consistent Collection of Data on School Students with Disability (NCCD) including specific examples of the defined levels of adjustment

a detailed understanding of the intent of the National Disability Insurance Scheme (NDIS) in relation to the delivery of services, including specialised support, for students with a disability

a deep understanding of the philosophy and social policy underpinning inclusive educational practices with a particular focus on meeting the learning and support needs for students with disabilities, challenging behaviour and/or learning difficulties

an understanding of the function of classification of students with disabilities, challenging behaviour and learning difficulties, and the implications of the classification processes for the development of adjustments for effective learning and support

knowledge base underpinning the principles and practices of teaching and learning in inclusive and specialised settings

skills in the development of personalised support for student learning, including adjustments to teaching and learning, to achieve effective educational outcomes for students with disabilities

skills in universal design for learning and differentiation to develop teaching and management strategies for students with complex disabilities

curriculum based assessment, task analysis and differentiation in order to develop explicit and sequenced teaching for students with disabilities

use of augmentative strategies to teach students with communication/language disorders

use of assistive and digital technologies in order to facilitate access and participation in the learning process and demonstration of achievement in learning for students with disabilities

knowledge of behaviour management approaches including positive behaviour support, functional behaviour assessment and other behavioural approaches, using a preventative and positive framework, for engagement of students in the process of learning

a deep understanding of educational implications for students with a medical diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), Oppositional Defiance Disorder (ODD)

a comprehensive understanding of the field of mental health and strategies for supporting student wellbeing and resilience, including specific programs to address bullying, discrimination and the establishment of school wide approaches to resilience and wellbeing

an understanding of concepts of functional needs, assumption of competence, high expectations and effective social and academic inclusion in schools.


Curriculum and

Pedagogical

Studies

knowledge and understanding of models of pedagogy for teaching and assessing students with disabilities, challenging behaviour and learning difficulties across all settings

knowledge of an ability to assess, select and implement a range of evidenced-based strategies for teaching and assessing for students with disabilities including development of supplementary, substantial and extensive adjustments for effective participation in all curriculum area

a deep understanding of universal design for learning and differentiating the curriculum to meet the diverse needs of students with disabilities

comprehensive analysis of assessment of data specific to an individual student (such as reading and numeracy, language, communication, social/emotional, behaviour, health care, attendance) in the context of their personal and cultural context to inform profiles or assessments that identify a student’s learning and support needs

development of personalised plans that address specific learning and support needs of the student and records of their implementation, such as plans for student learning, communication, behaviour, health care and transition

functional assessment and management of challenging behaviour

skills and strategies for designing and implementing effective adjustments to enable access to and participation in teaching, learning and assessment experiences

knowledge, understanding and skills in marking adjustments to learning materials such as the provision of learning materials in alternate formats, reworded or restructured tasks, additional scaffolding and/or visual supports

skills and strategies to undertake consultation and collaborative planning between school staff and students and their parents or carers, as well as collaborative planning between teachers, support staff and specialist staff within and outside the educational context when needed to address individual student needs

strategies for communicating and collaborating effectively with other teaching staff, support staff, other professionals, parents and the broader community in relation to advocacy and educational support for students with disabilities

skills in problem solving in relation inclusion of students in schools through collaborative planning, effective liaison and communication

professional experience with students with a disability

NESA assessment requirements for the Record of School Achievement and Higher School Certificate

an understanding of the different ways in which students with disabilities can access and participate in the NSW K-12 curriculum, including through Life Skills outcomes and content

a comprehensive understanding of the K-12 curriculum including Life Skills course options in each curriculum area.


English as an Additional Language/Dialect (EAL/D)

In the context of national Program Standard 4.3 c) teaching in other specialised teaching roles in schools, these requirements describe the specific discipline knowledge, and curriculum and

pedagogical studies, required for the specialised teaching role in schools of English as an Additional Language/Dialect (EAL/D).

Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard

Australian English and who require additional support to help them develop English language proficiency. EAL/D students come from diverse backgrounds and may include:

• overseas and Australian-born students whose first language is a language other than English

• students whose first language is an Aboriginal or Torres Strait Islander language

• Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including creoles and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of Standard Australian English language learning. They have diverse talents and

capabilities and a range of prior learning experiences and levels of literacy in their first language and in English. EAL/D students represent a significant and growing percentage of learners in NSW

schools. For some, school is the only place where they use Standard Australian English.

Teacher education graduates are required to meet the requirements for primary teaching or for secondary teaching through completing a major study in at least one secondary subject content

knowledge area in addition to EAL/D. To gain approval to teach English as an Additional Language or Dialect (EAL/D)/ (ESL) a graduate must complete an approved EAL/D program which includes

EAL/D specific methodology and K-6 and/or 7-12 curriculum subjects, as well as a EAL/D specific professional experience based in a K-6 and/or 7-12 school environment. Discipline Knowledge and

Curriculum and Pedagogical Studies may be integrated and include the professional experience placement. The total unit count for a first teaching area is eight units and for an additional teaching area six

units.


Undergraduate initial teacher education programs must include study of content described in the Relevant areas of discipline study for inclusion in an undergraduate program column below.

Admissions to Graduate Entry initial teacher education programs must have completed undergraduate study as per the Relevant areas of discipline study for admission to a graduate entry program column

below.

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area

Discipline

Knowledge

the English language system, including spoken and written discourse, and the social context of language use, including bi/multilingual language and literacy use

the acquisition of English as an additional language or dialect, and individual and social factors which impact on its development at different stages

the nature of speaking, listening, reading and writing in English and their interrelationships in a variety of informal and formal domains and contexts, including an understanding of genres and processes

English phonology, including segmental, suprasegmental and paralinguistic features, and its relationship to orthography and punctuation

English vocabulary, including meanings, connotation versus denotation, semantic features, sense relations and lexical fields

English grammar at the sentence and text level in a variety of modes, including spoken, written and digital

understanding of concepts of culture, identity and cultural diversity with regard to education and the impact of cultural and linguist factors on student outcomes.

a very high level of competency in spoken and written English and intercultural communication including the social purpose of language and the importance of building schema.

First teaching area

A major in discipline knowledge relevant to

EAL/D such as linguistics and/or language

studies that provide a grounding in the English

language, how it works and a very high level of

competency in spoken and written English, and

intercultural communication.


A minor in discipline knowledge relevant to

EAL/D such as linguistics and/or language

studies that provide a grounding in the English

language, how it works and a very high level of

competency in spoken and written English, and

intercultural communication.

Curriculum and

Pedagogical

Studies

educational research, theory and practice in Australia related to the teaching of EAL/D, including key assumptions underlying the historical development and current approaches to EAL/D methodology including the socio-cultural context of EAL/D learning and teaching

models of pedagogy for teaching and assessing EAL/D, including the knowledge base underpinning the principles and practices of teaching and learning EAL/D

understanding of current multicultural and anti-racism policies, including policy support documents such as the EAL/D Advice for Schools, and their role in ensuring equity of school education for EAL/D students.

a comprehensive understanding of the ACARA EAL/D Learning Progression and the ACARA EAL/D Teacher Resource to describe the phase of English language proficiency of EAL/D students

a comprehensive knowledge of the ESL Scales to identify the English language learning needs of EAL/D students.

an awareness of the English syllabus documents, including the Stage 6 English EAL/D syllabus. In particular, the relationship between the English syllabuses and the ESL Scales as a guide to planning support for EAL/D students to access syllabus outcomes.

tools to identify the cultural and language challenges faced by EAL/D students

ability to use EAL/D pedagogy to scaffold the English language learning of EAL/D students while accessing syllabus outcomes such as implementing and adapting course materials, lesson plans, assessment and evaluation techniques for teaching English as an additional language or dialect

explicit teaching of language forms and features across all language modes in a broad range of contexts and cross cultural contexts

work with classroom teachers across the curriculum areas to plan, design and evaluate curricula to meet the learning needs appropriate for EAL/D students.

approaches to implementing and adapting course materials, lesson plans, assessment and evaluation techniques for teaching English as an additional language or dialect

methods of differentiating the curriculum and programs to meet the special education and diverse needs of students in EAL/D

a deep understanding and professional experience in programs with students learning English as an additional dialect


an understanding of the EAL/D School Evaluation Framework to explore the educational context of EAL/D including the role of the EAL/D specialist teacher in the school, with parents and the wider community

understanding of relevant NESA EAL/D curriculum documents, including the ESL Scales, and the Stage 6 English as an Additional Language or Dialect (EAL/D) (2017) and English Life Skills syllabuses including syllabus elements, assessment and examination materials, support documents, and information and advice to support the learning of students with disability.