Unit rationale, description and aim
This unit supports preservice teachers to develop foundational knowledge and skills in curriculum and planning for secondary education. It responds to the need for teachers to understand curriculum theory, frameworks, and pedagogical approaches that inform effective teaching across diverse contexts and disciplines.
Preservice teachers will explore curriculum structures and planning processes relevant to Australian secondary schools, including national and state-based frameworks. Through analysis of teaching strategies, learning progressions, and inclusive practices, preservice teachers will learn to integrate curriculum priorities when developing plans and resources that support learning goals for diverse learners. Focus is given to evidence-based planning and teaching that are highly effective in supporting learning across diverse student cohorts as found in Australian school contexts. The unit also introduces generative AI as a tool for supporting teachers in planning and reflective practice. Preservice teachers will apply their learning to their selected teaching area/s.
The aim of this unit is to equip preservice secondary teachers with knowledge and skills to plan effective, inclusive, and curriculum-aligned learning experiences to support secondary students’ learning.
Campus offering
No unit offerings are currently available for this unit.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.
Analyse curriculum, theory, research and framework...
Learning Outcome 01
Design lesson and learning sequences that align wi...
Learning Outcome 02
Apply evidence-based teaching strategies to scaffo...
Learning Outcome 03
Evaluate the use of ICT, including generative AI t...
Learning Outcome 04
Content
Topics will include:
- Introduction to curriculum theory and its application is secondary contexts
- The curriculum context across Australian secondary schools, including state/national curriculum approaches
- Approaches to teaching and learning in secondary contexts, including social and cognitive models, and approaches to support progressive learning, practice and mastery
- Establishing learning goals for effective teaching; aligning planning with curriculum and student learning
- Sequencing learning within lessons; scaffolding content development and learning activities
- Formative assessment practices that support learning progression, including practices for gathering data of student progress and providing appropriate, timely feedback
- Planning for diverse learners, including selection of inclusive strategies and differentiating to cater for specific cultural and/or learning needs
- General Capabilities and Cross-curriculum Priorities and their integration with secondary teaching areas
- Foundations of classroom communication, including verbal and non-verbal approaches, questioning, explaining and instructing
- Curriculum practices for quality teaching and learning, including next steps into planning lesson sequences and units of work
Assessment strategy and rationale
The assessment strategy in this unit is designed to support preservice teachers in developing curriculum planning capabilities through sequenced, practice-based tasks. The strategy supports preservice teachers in applying theory to practice, developing autonomy, and engaging with inclusive and evidence-based planning approaches. It also fosters ethical engagement with emerging technologies, ensuring preservice teachers are prepared to use AI tools responsibly in future teaching contexts.
Task 1 focuses on the ethical and responsible use of generative AI in lesson planning. Preservice teachers critically analyse a generated lesson plan, reflect on its alignment with curriculum and teaching strategies, and present their findings, promoting digital literacy and professional judgement. Task 2 builds on this foundation by guiding students to develop a learning sequence for skill development in their teaching area. This task emphasises explicit instruction, scaffolding, and resource creation to support diverse learners. Both tasks are carefully scaffolded to promote progressive skill development and provide opportunities for feedback through peer collaboration and tutorial activities.
To pass this unit, preservice teachers will need to complete all assessment tasks and receive an overall passing grade.
Overview of assessments
Assessment Task 1: Lesson presentation
Assessment Task 1: Lesson presentation
50%
Assessment Task 2: Learning sequence for Skill de...
Assessment Task 2: Learning sequence for Skill development
50%
Learning and teaching strategy and rationale
Teaching in this unit is informed by social-constructivist and adult learning principles, recognising that preservice teachers learn best through active engagement, reflection, and contextualised practice. Online lectures introduce key concepts, theories, and curriculum frameworks, while interactive tutorials provide opportunities for discussion, peer feedback, and practical application to students’ own teaching areas.
Learning activities are scaffolded to build confidence and competence progressively. Strategies include collaborative group work, case-based analysis, and authentic tasks that mirror classroom planning processes. Formative feedback is embedded throughout tutorials to support ongoing improvement and professional growth. Inclusive approaches ensure accessibility for students with diverse needs, including those with disabilities, by offering flexible participation modes, clear instructions, and alternative formats where required.
Generative AI is introduced as a planning and reflective tool, with explicit guidance on ethical and responsible use. Preservice teachers critically evaluate its potential and limitations, ensuring digital literacy and professional judgement are developed alongside curriculum planning skills. These strategies foster autonomy, collaboration, and readiness for classroom practice by combining theory with authentic, practice-based learning experiences that prepare students for the complexities of secondary teaching.
Representative texts and references
Recommended texts and documents
ACARA. (2022). Australian Curriculum: Version 9.0, and relevant state-based curriculum.
Recommended references
Hattie, J. (2022). Visible Learning: The Sequel. Routledge.
Killen, R. (2026). Effective Teaching Strategies: Lessons from Research and Practice. Cengage.
Shulman, L. S. (2019). Pedagogical Content Knowledge Revisited. Journal of Curriculum Studies, 51(3), 389–402.
Rosenshine, B. (2018). Principles of Instruction. American Educator, 42(1), 12–19.
Timperley, H. (2020). Adaptive Expertise and Teacher Professional Learning. Springer.
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing Teachers for Deeper Learning. Harvard Education Press.
Van Merriënboer, J. J., & Kirschner, P. A. (2018). Ten Steps to Complex Learning. Routledge.
Tomlinson, C. A. (2021). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD.
Wiliam, D. (2018). Embedded Formative Assessment. Solution Tree Press.
Luckin, R. (2022). Artificial Intelligence and Education: Promise and Implications. Cambridge University Press.