Unit rationale, description and aim

This unit supports pre-service teachers in developing the pedagogical content knowledge required to teach Mathematics at the senior secondary level. It focuses on understanding the senior secondary Mathematics curriculum and its role within contemporary Australian society. pre-service teachers will explore evidence-based approaches to curriculum development, assessment design, and instructional planning that respond to high-stakes assessment environments typical of senior secondary schooling.

Through the unit, pre-service teachers will learn to engage diverse learners, build mathematical knowledge, provide constructive feedback, and apply strategies for effective formative and summative assessment. Emphasis is placed on curriculum alignment, differentiated instruction, and dialogic teaching practices that promote student understanding and engagement. pre-service teachers will formulate unit and assessment plans to demonstrate their knowledge of curriculum and pedagogy, and compile a resource folio showcasing their ability to select, evaluate, and create high-quality learning materials. The unit also addresses the practical realities of curriculum implementation in schools, encouraging critical reflection on teaching practices.

By the end of the unit, pre-service teachers will be equipped with the theoretical and practical tools needed to plan and deliver engaging Mathematics lessons that enhance student learning in the senior secondary context.

2026 10

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  • Term Mode
  • Professional Term 2Multi-mode
  • Term Mode
  • Professional Term 2Online Scheduled
  • Term Mode
  • Professional Term 2Multi-mode

Prerequisites

EDMA599 Mathematics Curriculum Pedagogy and Assessment 1 OR EDMA517 - Mathematics Curriculum, Pedagogy and Assessment 1

Incompatible

EDMA518 - Mathematics Curriculum, Pedagogy and Assessment 2

Learning outcomes

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

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

Explore the graduate capabilities.

Describe and explain the senior secondary Mathemat...

Learning Outcome 01

Describe and explain the senior secondary Mathematics curriculum, including the place of Mathematics education within contemporary Australian society and the unique professional responsibilities of the Mathematics teacher (APST 1.3, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC11, GC12

Analyse the relationships between curriculum desig...

Learning Outcome 02

Analyse the relationships between curriculum design, task design and pre-service teacher expertise so as to support student learning and the evaluation of teaching and curriculum design (APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.5, 2.6, 3.3, 4.1, 4.2, 6.2; CC 2.3.3, 2.3.4)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11, GC12

Apply and evaluate the use of linguistic resources...

Learning Outcome 03

Apply and evaluate the use of linguistic resources utilised to provide directions, demonstration, presentations and support of student learning (APST 1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 2.6, 3.1, 3.3, 3.4, 3.6, 5.1, 5.2)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC7, GC8, GC10, GC11, GC12

Research, critically analyse, develop and implemen...

Learning Outcome 04

Research, critically analyse, develop and implement a knowledge of the variety of pedagogical strategies in senior secondary Mathematics which allow the specific learning strengths and needs of students to be met (APST 2.1, 2.3, 3.1, 3.6, 5.1, 5.2; CC 2.3.1)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC7, GC10, GC11, GC12

Synthesise and apply a range of approaches to asse...

Learning Outcome 05

Synthesise and apply a range of approaches to assess, provide feedback and report on student learning within the senior secondary Mathematics learning area (APST 1.2, 1.3, 1.5, 4.4, 4.5, 6.2, 7.1; CC 2.3.2, 2.3.5)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC9, GC11, GC12

Content

Topics will include: 

  • Mathematics in the Australian curriculum context: historical context and current frameworks and documentation 
  • The Australian senior secondary Mathematics curriculum 
  • Planning for effective teaching in Mathematics 
  • Effective senior Mathematics teaching and learning 
  • Differentiated teaching in Mathematics 
  • Needs of learners from diverse cognitive, physical, social, cultural backgrounds 
  • Digital resources and approaches for senior Mathematics education 
  • Engaging all learners in senior Mathematics education studies 
  • Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Mathematics education  
  • Assessing student learning and reporting achievement in senior Mathematics education 
  • High-stakes assessment in senior secondary Mathematics education, including the specific moderation process and student data interpretation 
  • Composing assessment items in Mathematics education 
  • An introduction to data-informed teaching in Mathematics 
  • Professional responsibilities and relationships 
  • Professional associations and continued professional learning 

Assessment strategy and rationale

The assessment tasks in this unit are designed to support pre-service teachers in progressively achieving the course learning outcomes and demonstrating alignment with the Australian Professional Standards for Teachers. Aligned with the Curriculum, Pedagogy and Assessment stream, tasks enable the development of content and conceptual knowledge that informs practical teaching skills. Tasks are sequenced to allow timely feedback and build readiness for professional experience placement.

Minimum Achievement Standards

In order to pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet all learning outcomes, c) achieve a pass (50%) or better for Assessment Task 1 and d) achieve a pass (50%) or better for Assessment Task 2 (Critical Task). 

Assessment Task 2: Resource folio and critical analysis (Graded Hurdle Task)

A Critical Task is a Graded Hurdle Task as defined by the Assessment Policy. Failure to pass the Critical Task disqualifies a pre-service teacher from receiving a supplementary assessment. However, pre-service teachers who score 45–49% on the Critical Task and are otherwise passing the unit may be offered a revisit. This is an ungraded hurdle (pass/fail), allowing pre-service teachers to address feedback and amend their work to reach a passing standard.

Overview of assessments

Assessment Task 1: Design of a program/unit of wo...

Assessment Task 1: Design of a program/unit of work

Design a senior program/unit of work that supports student learning towards a selected summative assessment. Justify choices made with supporting evidence.

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.2, APST(GA)7.1, 2.3.1, 2.3.2, 2.3.3, 2.3.4, 2.3.5

Assessment Task 2: Resource Folio and Critical A...

Assessment Task 2:

Resource Folio and Critical Analysis

Critical Task

Create a folio of 8 learning activities across a range of topics and skills relevant to senior secondary education. Critically analyse each folio item to consider supporting 1. diverse learners, 2. classroom organisation, 3. student safety, and 4. the development of literacy, numeracy and ICT demands. Justify choices with supporting evidence.

Weighting

50%

Learning Outcomes LO2, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.2, APST(GA)7.1, 2.3.1, 2.3.2, 2.3.3, 2.3.4, 2.3.5

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to build pre-service teachers’ understanding of effective pedagogies through active engagement and collaborative learning. It develops teaching strategies that consolidate content knowledge, foster problem-solving, and enhance analytical and evaluative thinking. Pre-service teachers will practise professional communication and collaboration through group work, and develop planning, assessment, and curriculum design skills for the senior secondary Mathematics context. Ongoing reflection on the Australian Professional Standards for Teachers: Graduate is embedded throughout.

  • Learning and teaching strategies include:
  • Weekly lectures (synchronous and asynchronous)
  • Peer discussions and collaborative tasks
  • Microteaching opportunities
  • Self-directed reading and research

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

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

    Relevant Learning OutcomeLO2

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO1, LO3

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

    Relevant Learning OutcomeLO1, LO4

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

    Relevant Learning OutcomeLO2, LO3

  • Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

    Relevant Learning OutcomeLO2, LO3

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

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Relevant Learning OutcomeLO1

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO1, LO2, LO3

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

    Relevant Learning OutcomeLO1, LO3

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

    Relevant Learning OutcomeLO1

  • Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

    Relevant Learning OutcomeLO1, LO3, LO4

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

    Relevant Learning OutcomeLO2

  • Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

    Relevant Learning OutcomeLO2

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

    Relevant Learning OutcomeLO5

  • Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

    Relevant Learning OutcomeLO5

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

    Relevant Learning OutcomeLO1, LO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO2, LO5

  • Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Relevant Learning OutcomeLO5

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

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

  • Relating to

    How to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know. 

    Relevant learningLO4

  • Relating to

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

    Relevant learningLO5

  • Relating to

    How to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained. 

    Relevant learningLO2

  • Relating to

    How to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected. 

    Relevant learningLO2

  • Relating to

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

    Relevant learningLO5

Representative texts and references

Required texts

Australian Curriculum https://www.australiancurriculum.edu.au/

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au

Relevant jurisdictional curriculum documents

Recommended further readings

Bartell, T. (2018). Toward equity and social justice in mathematics education. Springer International Publishing. https://doi.org/10.1007/978-3-319-92907-1 

Hollebrands, K., Anderson, R., & Oliver, K. (2021). Online learning in mathematics education. Springer International Publishing.

Joseph, G. G. (2011). The crest of the peacock: Non-European roots of mathematics (3rd ed.). Princeton University Press. (Earlier editions are also suitable.)

Liljedahl, P., & Santos-Trigo, M. (Eds.). (2019). Mathematical problem-solving current themes, trends, and research. Springer International Publishing. Llinares, S., & Chapman, O. (Eds.). (2019). International handbook of mathematics teacher education: Volume 2: Tools and processes in mathematics teacher education (2nd. ed.). Brill Sense. 

Rott, B., Törner, G., Peters-Dasdemir, J., Möller, A., & Safrudiannur. (Eds.). (2018). Views and beliefs in mathematics education: The role of beliefs in the classroom. Springer International Publishing. https://doi.org/10.1007/978-3-030-01273-1

Siemon, D., Barkatsas, A., & Seah, R. (Eds.). (2019). Researching and using progressions (trajectories) in mathematics education. Brill Sense.

Stillman, G., & Brown, J. P. (Eds.). (2019). Lines of inquiry in mathematical modelling research in education. Springer. https://doi.org/10.1007/978-3-030-14931-4

Tatto, M.T., Rodriguez, M.C., Reckase, M.D., Smith, W.M., Bankov, K., & Pippin, J. (2020). The first five years of teaching mathematics concepts, methods and strategies for comparative International Research. Springer International Publishing. https://doi.org/10.1007/978-3-030-44047-3

Van de Walle, J.A., Bay-Williams, J.M., Wray, J.A., & Karp, K.S. (2019).Elementary and middle school mathematics: Teaching developmentally (10th ed.). Pearson Education. 

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