EDP2222 Pedagogy and Curriculum 2
|Semester 2, 2012 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Yvonne Findlay
Moderator: Roderick Fogarty
Pre-requisite: EDC1400 or EDU1010
Students must have successfully completed the entire previous year's professional experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.
State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.usq.edu.au/education/professional-experience/blue-card
The link between theory and practice is the critical nexus in pre-service teacher education. All programs should provide opportunities to learn from putting theory into practice and from drawing new theories of action out of such practice. Within a coherent sequence of planned coursework and professional experience placements, pre-service teachers are able to progressively develop their knowledge, skills, understanding and values in supported environments. Development in these categories of knowledge, skills, understanding and values should be connected to an appropriate professional accreditation framework, such as the Queensland College of Teachers' "Professional Standards for Queensland Teachers" and should be recorded in a portfolio representing the pre-service teacher's progressive demonstration of the required standards across all areas of contemporary teachers' work.
In the standard enrolment pattern this is the third "professional experience" course in the Bachelor of Education (Primary) specialisation. The course provides for students to have experience in theory and practice of pedagogy and curriculum across all areas of the P-7 curriculum, but has a particular focus on Mathematics/Numeracy. The course has three main strands: Teaching and Learning; Relationships; and Reflective Practice. In the Teaching and Learning strand, the focus is on planning and evaluating learning experiences; in the Relationships strand, the focus is on planning for the establishment of secure learning environments that value learning; and in the Reflective Practice strand, the focus is on using evaluation of student learning to inform ongoing planning for teaching and learning. The course provides for a 15-day professional experience placement. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- take responsibility for the implementation of sequences of teaching and learning experiences (Item 3)
- plan for teaching and learning sequences, in conjunction with the mentor teacher (Items 1 and 3)
- develop and maintain positive relationships with students at Primary School (Item 3)
- plan, establish and maintain a secure classroom learning environment in conjunction with the mentor teacher and in line with the host school's policies (Items 2 and 3)
- reflect on and evaluate their own teaching episodes informed by assessment of student learning (Item 3)
- demonstrate a growing understanding of the key areas of the P-7 curriculum, particularly Mathematics and Numeracy (Item 1)
- demonstrate knowledge, understanding and application of appropriate personal, professional and academic literacies (Items 1 and 2)
- demonstrate knowledge, understanding and application of appropriate ICT uses in education (Item 3)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Mathematics and Numeracy curriculum and pedagogy||30.00|
|2.||Planning for teaching and learning in a sequence of lessons||20.00|
|3.||Evaluating student learning as a guide to planning||20.00|
|4.||Classroom management planning||20.00|
|5.||Applying theory to practice and drawing theory from practice||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=EDP2222)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no prescribed text for this course.
Brady, L., & Kennedy, K 2010, Curriculum construction, 4th edn, Prentice Hall, Frenchs Forest.
Frangenheim, E 2007, Reflections on classroom thinking strategies, 9th edn, Rodin Educational Publishing, Springwood, QLD.
Marsh, C. J 2007, Curriculum: alternative approaches, ongoing issues, 4th edn, Merrill, Upper Saddle River.
Pirola-Merlo, S 2003, Relationship management in the primary school classroom: strategies in the legal and social context, Prentice Hall, Frenchs Forest.
Queensland Studies Authority, www.qsa.qld.edu.au.
Wiggins, G., & McTighe, J 2005, Understanding by Design, 2nd edn, Association for Supervision and Curriculum Develop, Alexandria, VA.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|PROFESSIONAL EXPERIENCE||1||1||17 Jul 2012||(see note 1)|
|ASSIGN 1 PLAN MATH/NUM EPISODE||50||49||10 Sep 2012||(see note 2)|
|ASSIGN 2 PLAN SUP LEARN ENVIRO||50||50||22 Oct 2012||(see note 3)|
- A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
- Full assessment title: Plan for a Mathematics/Numeracy teaching episode.
- Full assessment title: Plan for the establishment and maintenance of a supportive learning environment.
Important assessment information
ON-CAMPUS MODE: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
WEB MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT ‘BLUE CARD’. For further information: http://www.usq.edu.au/education/professional-experience/blue-card and http://www.ccypcg.qld.gov.au/bluecard/index.html
*If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.