EDS2401 Middle Phase Curriculum and Pedagogy
|Semester 1, 2013 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Petrea Redmond
Moderator: Stephen Smith
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.
Currently there is a range of responses by educational communities to deal with issues identified for students in the pre-teen and adolescent years. Many of these students feel alienated and have become disengaged from formal education. Often students moving from primary to secondary school have a far from seamless transition. Exploration of curriculum frameworks and the design and delivery of curriculum for the middle years is essential to ensure these students are given opportunities to gain the attributes of lifelong learning.
This course will provide participants the opportunity to explore a range of issues for students in the middle years of schooling. Emerging professionals should have increased awareness of the different responses educational facilities have made to these issues. In particular, this course will focus on the curriculum design and delivery in the middle schooling cohort of students. This course aims to give educators increased understanding of issues for middle schooling, strategies for teaching in this area, a broadened perspective of education and to improve cross-sectoral communication. Emerging professionals will develop and design authentic learning experiences for students in the middle years. Students undertaking this course are required to successfully complete a 15 day professional experience placement in an approved educational setting. 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 ONLINE 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:
- demonstrate an understanding of contemporary issues in middle schooling and analyse their implications for teaching and learning in the middle years of schooling (Assignment 1)
- explore and utilise a range of a curriculum documents (Assignment 2, 3, professional experience)
- investigate, develop and/or customise teaching and learning strategies, traditional and ICT resources (Assignment 2, 3, professional experience)
- plan, implement and review learning experiences that incorporate a variety of teaching, and behaviour management strategies (Professional experience)
- plan to engage students in learning activities that involve higher-order thinking skills, creativity, risk taking and problem solving (Assignment 2, 3, professional experience)
- demonstrate the ability to collaborate professionally online
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing
|1.||Issues for students in the middle years and factors impacting on middle years teaching and learning||30.00|
|2.||Secondary school curriculum documents||20.00|
|3.||Introduction to planning, teaching and reflection||40.00|
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=EDS2401)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Carjuzza, J., Kellough, T 2013, Teaching in the Middle and Secondary Schools, 10th edn, Prentice Hall, Sydney, Australia.
(This text is for all students and is also used in EDS2402.)
Ellis, D 2005, Parvana's journey, Groundwork Books, Toronto.
(This novel is for students whose major teaching area is LOTE or PE.)
Hadden, M 2002, The curious incident of the dog in the night-time, Doubleday, Toronto, Canada.
(This novel is for students whose major teaching area is Maths, Science or Special Needs.)
McCaffrey, K 2006, Destroying avalon, Fremantle Arts Centre Press, Freemantle, WA.
(This novel is for students whose major teaching area is English, Technology or Computing.)
Oochunyung, F 2011, Jindah Murray wind dancer, Oxford University Press, Vic, Australia.
(This novel is for students whose major teaching area is in the Social Sciences or the Arts.)
Students are required to purchase one of the novels listed above. Novel selection is based on their major teaching area. Any edition of the novel is acceptable. All students should purchase the text.
Students will be required to access appropriate curriculum documents which can be purchased or downloaded from: http://www.qsa.qld.edu.au/learning/7444.html. Order forms are available from: http://www.qsa.qld.edu.au/publications/frms/pubs-order.pdf.
Beamon, G. W 2001, Teaching with adolescent learning in mind, Skylight Professional Development, Illinois.
Eggen, P. D., & Kauchak, D. P 2006, Strategies and models for teachers: teaching content and thinking skills, 5th edn, Allyn & Bacon, Boston.
Frangeheim, E 2007, Reflections on classroom thinking strategies, 9th edn, ITC PublicationsRodin Educational Consulting, Australia.
Groundwater-Smith, S., Mitchell, J. & Mockler, N 2007, Learning in the Middle Years: more than a transition, Thompson, Australia.
Knipe, S 2007, Middle years schooling: reframing adolescence, Pearson, Frenchs Forest, N.S.W.
Pendegast, D & Bahr, N (eds) 2005, Teaching middle years, Allen & Unwin, Crows Nest, NSW.
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.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|PROFESSIONAL EXPERIENCE||1||1||26 Feb 2013||(see note 1)|
|ASSIGNMENT 1||20||20||25 Mar 2013|
|ASSIGNMENT 2||40||40||15 Apr 2013||(see note 2)|
|ASSIGNMENT 3||40||39||20 May 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.
- Ongoing assessment, weekly online participation required.
Important assessment information
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. This course contains a discussion forum where students' participation is formally assessed and successful participation in that discussion group is required to complete the requirements to be awarded a passing grade in the course.
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.
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.