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The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDS2402 Planning for Learning and Teaching

Semester 2, 2013 On-campus Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 20 April 2014

Contents on this page

Staffing

Examiner: Nicholas Flegg
Moderator: Petrea Redmond

Requisites

Pre-requisite: EDS2401

Other requisites

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.

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.

Rationale

Teachers are grappling with significant changes in educational initiatives, curriculum, societal expectations and the concept of teaching in the 21st Century. What does it mean to teach in a world of multiliteracies where lifelong learning is promoted more highly than the traditional content; where the knowledge of information is surpassed by the process of locating and synthesizing information for a purpose; where ICTs pervade, and where the traditional 3Rs sit beside by the 3Ts (thinking, teamwork and technology). Adolescent learners demand a curriculum which is relevant and learning activities that will enable them to gain skills which can be used beyond their schooling. This course provides beginning educators opportunities to continue to build their own personal pedagogical practice, to redefine these in light of their professional experiences, and provides familiarity with the literature and practice in effective teaching and learning. Students will investigate what it means to be an educator in the 21st century, examine current curriculum, assessment and pedagogy.

Synopsis

This course seeks to provide learning opportunities that will require pre-service teachers to play an active role in the construction of their own pedagogical practice and the development of professional expertise in planning and delivering effective teaching and learning. Effective teachers question, criticise and reformulate their assumptions about the nature of their work. Reflective practice promotes continued analysis, critique and interpretation of curriculum and pedagogical initiatives that impact on the work of educators. Through a range of activities, the course aims to provide opportunities for students to develop their general pedagogical knowledge, curriculum knowledge and pedagogical content knowledge. Students undertaking this course are required to complete a 15 day professional experience placement in an approved educational setting.

Objectives

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:

  1. plan, implement and review learning experiences that incorporate a variety of teaching, and behaviour management strategies which meet the needs of students and the educational context (Professional Experience, Assignment 2)
  2. demonstrate knowledge, understanding and implementation of classroom observation and reflect critically on their teaching practices (Professional Experience, Assignment 2)
  3. identify, present and utilize a range of models and strategies of effective management and teaching in secondary classrooms (All assessment items)
  4. design and develop unit planning and lesson planning (Assignment 3 and Professional Experience)
  5. demonstrate knowledge and understanding of the purposes, techniques and principles of student assessment (Assignment 3, Professional Experience)
  6. demonstrate the ability to integrate ICT into curriculum planning (Assignment 3)
  7. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessment items)
  8. successfully complete a 15 day professional experience placement in a high school displaying appropriate professional knowledge, skills and conduct

Topics

Description Weighting(%)
1. Professional Experience 10.00
2. Teaching and learning strategies and resources 20.00
3. Planning for enhanced student outcomes 40.00
4. Reflective practice 30.00

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=EDS2402)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • Kellough, R., & Carjuzaa, J 2013, Teaching in the Middle and Secondary Schools, 10th edn, Prentice Hall, Sydney.
  • Perrin, R 2012, Pocket Guide to APA Style, 4th edn, Cengage Learning, USA.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Gargiulo, R., & Metcalf, D 2010, Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach, Cengage Learning, Inc.
  • Groundwater-Smith, S., Ewing, R., & Le Cornu, R 2011, Teaching: challenges & dilemmas, 4th edn, Thomson, Southbank, Vic.
  • Manning, M., & Bucher, K 2005, Teaching in the middle school, 2nd edn, Pearson/Prentice-Hall, Upper Saddle River, NJ.
  • Marsh, C 2008, Becoming a teacher: knowledge, skills and issues, 4th edn, Pearson, Frenchs Forest, NSW.
  • Ryan, K., & Cooper, J 2007, Those who can, teach, 11th edn, Houghton Mifflin, Boston.
  • Wilen, W., Hutchinson, J., & Ishler, M 2007, Dynamics of Effective Secondary Teaching, Allyn & Bacon, Sydney.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PROFESSIONAL EXPERIENCE 1 1 16 Jul 2013 (see note 1)
ASSIGNMENT 1 30 30 09 Sep 2013
ASSIGNMENT 2 30 30 23 Sep 2013 (see note 2)
ASSIGNMENT 3 40 39 28 Oct 2013

NOTES
  1. 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.
  2. Ongoing assessment, weekly online participation required.

Important assessment information

  1. Attendance requirements:
    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

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. 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.

  8. 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.

Assessment notes

  1. Students may be required to provide a copy of assignments submitted for assessment purposes. Such copies should be dispatched to the USQ within 24 hours of receipt of a request to do so.

  2. 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

  3. Students can expect that questions in assessment items in this course may draw 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.

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.

  2. 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)/ Police check 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.

  3. Students are unable to enrol in more than one (1) Professional Experience course in any semester without prior approval from the Program Co-ordinator.