IB Diploma Specialist Disciplines

This subject has the following teaching availabilities in 2014:

125 additional study hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website: http://www.services.unimelb.edu.au/disability/

Participants will explore principles of instructional design and the role of collaborative working practice for learning and teaching that incorporate DP standards and practices and address the expectations and requirements of specialist disciplines. Teaching strategies and learning activities for enabling subject objectives to be realised and for developing interdisciplinary links and reflecting the learner profile will be investigated including the evaluation and selection of appropriate teaching and learning materials. Issues and approaches for differentiating learning and teaching and responding to diverse learning characteristics will be addressed. Participants will undertake a program of inquiry in relation to specialist disciplines using resources of the IB Online Curriculum Centre (OCC) as a starting point.

On completion of this subject students should be able to:

• Examine principles of instructional design and the role of collaborative working practice for learning and teaching that incorporate DP standards and practices;
• Investigate and apply principles of instructional design for developing curriculum that meets the expectations and requirements of specialist disciplines and differentiates learning and teaching activities in response to diverse learning characteristics;
• Articulate strategies for developing interdisciplinary links and embedding the learner profile in DP curriculum;
• Explain the relationship between curriculum, methodology and assessment in specialised disciplines.

Two written assignments of 2, 500 words each on the following topics:

• an exploration of DP specialist syllabus frameworks and assessment models
• pedagogical practices in relation to learning, teaching and assessment in specialist disciplines.

There is one hurdle requirement:

• Students are required to maintain a personal reflective journal that records their responses to the readings in this subject to demonstrate understanding of the theoretical perspectives of the IB PYP and the realities and constraints of implementing these aspects of the PYP in schools. A summative reflection should be provided as a conclusion. The Journal should demonstrate student’s ability to identify key theoretical understandings expressed in the literature and critically reflect on and analyse these in relation to the implementation of the IB PYP. To enable students to meet the requirements for a pass in this subject, the Reflective Journal must be brought to classes and handed in for non-graded assessment.

This subject is not available as a breadth subject.

On completion of this subject students should have:

• Demonstrate the essential knowledge and skills to perform competently as a specialist teacher;
• Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
• Understand the key concepts of curriculum formation and curriculum development;
• Evaluate and use constructive criticism of their own work and of the institutions/communities in which they teach;
• Effectively use ICT to participate in learning communities as a source of professional learning.

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