EDG3001 Inquiry Through The Curriculum 2
|Semester 1, 2013 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Vicki Farwell
Moderator: Yvonne Findlay
Learning is about building connections between knowledge, skills and understandings across discipline areas. Learners in the 21st century will need the thinking skills of problem identification & solving, flexibility and the social skills of working in groups to co-operatively define and solve new challenges in creative ways. This course has been designed to build on EDG2001 to assist pre-service teachers extend their ability to make cross connections between content knowledge areas and the thinking skills to solve new problems in a logical and creative manner and to translate these understandings and skills into the development of learning plans for their future students.
This course has three connected components: the content areas associated with four learning areas associated with the Queensland and Australian curriculum documents, the pedagogical approach of inquiry for learning and an integrated curriculum design. The four learning area associated with this course are: Mathematics, Science, Technology, and Health and Physical Education . Literacy skills and ICT integration are central to Teaching and Learning in the 21st Century. Students will be required to develop unit learning plans which demonstrate knowledge of appropriate curriculum documents and the integration of knowledge and skills across learning areas utilising a pedagogy based on inquiry. These plans will need to demonstrate how assessment for and of learning are integrated into the design and proposed delivery of these learning episodes.
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:
- demonstrate understanding of the key curriculum documents (Assignments 1 & 2)
- demonstrate understanding and application of an integrated curriculum design process in designing a unit plan (Assignments 1 & 2)
- demonstrate the understanding and application of an inquiry for learning approach (Assignments 1 & 2)
- demonstrate an understanding of how to apply assessment processes for and of learning in an integrated inquiry led approach required for unit planning (Assignments 1 & 2)
- demonstrate how mandated assessment tasks e.g. Queensland Comparable Assessment Tasks (QCATs) can be integrated into the unit plans demonstrate the knowledge, skills and understandings associated with the learning areas identified for this course (Assignments 1 & 2)
- demonstrate knowledge of appropriate ICT uses for teaching and learning (Assignment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Key curriculum documents Years 1-10||10.00|
|2.||Designing a unit plan||10.00|
|3.||Integrating mandated assessment tasks||5.00|
|7.||Health and Physical Education||15.00|
|8.||Integrating ICT and literacy skills into unit plans||15.00|
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=2013&sem=01&subject1=EDG3001)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Wood, K. E (2010), Interdisciplinary instruction for all learners K-8. A practical guide, 4th edn, Pearson, Boston.
EDG3001 Course Resource materials.
Eggen, P. D., & Kauchak, D. P (2006), Strategies & models for teachers. Teaching content & thinking skills, Pearson, Boston.
Fetherston, T (2006), Becoming an effective teacher, Thomson Learning, South Melbourne.
Jacobs, G. M., Power, M. A., & Inn, L. W (2002), The teacher's sourcebook for co-operative learning. Practical techniques, basic principles, & frequently asked questions, Corwin Press, Thousand Oaks, CA.
Wiggins, G., & McTighe, J (2005), Understanding by design, 2nd edn, Merrill Prentice Hall, Upper Saddle, New Jersey.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||24||24||15 Apr 2013|
|ASSIGNMENT 2||16||16||15 Apr 2013|
|ASSIGNMENT 3||60||60||03 Jun 2013|
Important assessment information
ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them including discussion fora, 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. ONLINE: There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities 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.
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.
Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in the course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect to achieve the same grades as those students who do possess them.