EDP3333 Pedagogy and Curriculum 3
|Semester 2, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Jennifer McIntyre
Moderator: Tonia Chalk
Pre-requisite: (EDP2111 and EDP2222) or (EDP2111 and SPE3001) or (EDP2111 and EDH2254)
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 teaching-learning process is a highly complex one, requiring teachers to reflect and respond to the changing philosophical, social and political demands of local and global teaching contexts, in the light of contemporary ideas about knowledge construction and praxis. The ability to use a variety of effective planning processes and strategies is essential to successful teaching, and embedding a range of student-centred pedagogical strategies within teaching repertoires is also a benchmark for successful teaching. In developing those attributes and skills the beginning teacher must critically reflect on what constitutes curriculum and pedagogy, and developing a personal teaching philosophy that supports ongoing professional learning and responsiveness to changing contexts.
This course further develops the theoretical perspectives presented in Pedagogy and Curriculum 2 and deals with current initiatives in curriculum design and pedagogical practice, particularly the move to standards-based curriculum, and the pedagogical implications of contemporary ideas of knowledge, its construction and practice. The beginning teacher will draw on this content, reflecting on curriculum and pedagogical practices in different contexts, in order to develop the necessary skills and understandings for planning and teaching engaging learning experiences. As they explore and reflect upon the roles that contemporary teachers adopt, students will become more able to apply their knowledge through practical judgements in a range of contexts. Intending students should be aware that they require regular access to electronic resources including email and the Internet. The course provides for a 15-day professional experience placement.
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:
- identify and articulate teaching roles and contemporary teaching frameworks to cater for diversity (Assignment 1 & 2, and Professional Experience)
- articulate links between curriculum design, pedagogical choices and student learning ( Assignment 1 & 2 and Professional Experience)
- apply curriculum development principles in planning for teaching and learning (Assignment 1 & 2 and Professional Experience)
- demonstrate skills of planning utilising a variety of pedagogies and syllabus documents (Assignment 1 & 2 and Professional Experience)
- demonstrate effective use of ICT in their academic work environment (All Assignments)
- demonstrate effective communication skills (Assignment 2 and Professional Experience)
- articulate key aspects of learning theories (Assignment 2 and Professional Experience)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assignment 2 and Professional Experience)
- demonstrate competence in information literacy skills including critical and reflective thinking, equivalent to level 3 of the Research Skill development Framework (Assignment 2 and Professional Experience)
|1.||Applying theories of learning||15.00|
|3.||Syllabus familiarity, unit and lesson planning||30.00|
|4.||Teaching frameworks and pedagogical strategies||25.00|
|5.||Teaching for understanding||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=02&subject1=EDP3333)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Brady, L., & Kennedy, K (2010), Curriculum Construction, 4th edn, Pearson Education Australia, Frenchs Forest, NSW.
Eggen, P. D., & Kauckak, D. P 2006, Strategies and Models for Teachers, Pearson, Boston.
Frangenheim, E 2007, Reflections on classroom thinking strategies, 9th edn, Rodin Educational Publishing, Springwood, QLD, Springwood, QLD.
Marsh, C. J 2007, Curriculum: alternative approaches, ongoing issues, 4th edn, Merrill, Upper Saddle River.
State of Queensland (Queensland Studies Authority) 2008, Building student success: A guide to the Queensland Curriculum, Assessment and Reporting Framework, Brisbane: State of Queensland,
Wiggins, G., & McTighe, J 2006, Understanding by Design, 2nd edn, Association for Supervision & Curriculum Developme, Alexandria, VA.
Whether you are on, or off campus, the USQ library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here... http://www.usq.edu.au/education/professional-induction/for-your-information.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|PROFESSIONAL EXPERIENCE||1||1||16 Jul 2013||(see note 1)|
|ASSIGNMENT 1||40||40||16 Sep 2013|
|ASSIGNMENT 2||59||59||21 Oct 2013|
- 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.
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility 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.
Closed Examination: Candidates are allowed to bring only writing and drawing instruments into the Closed examination. Students whose first language is not English, may, take an appropriate unmarked non-electronic translation dictionary (but not technical dictionary) into the examination. Dictionaries with any handwritten notes will not be permitted. Translation dictionaries will be subject to perusal and may be removed from the candidate's possession until appropriate disciplinary action is completed if found to contain material that could give the candidate an unfair advantage.
Examination period when Deferred/Supplementary examinations will be held:
Any Deferred or Supplementary examinations for this course will be held during the examination period at the end of the semester of the next offering of this course.
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.