EDS3450 Senior Phase Curriculum and Pedagogy
|Semester 2, 2013 On-campus Fraser Coast|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Vicki Farwell
Moderator: Petrea Redmond
Pre-requisite: EDS2401 or EDS2402
The senior phase of schooling is high stakes and teachers need to be prepared in content knowledge and in pedagogy for these challenges. With recent reform initiatives requiring teachers and schools to provide for changes to the traditional academic focus of senior schooling, pre-service teachers need to become competent in engaging with the diverse needs of these senior students. As well as understanding the curriculum, pedagogy and assessment of the traditional academic senior school, teachers must design and implement curricula for the multiple pathways required in the contemporary school sector. The provision of vocational and workplace educational experiences for students are current challenges for schools, and pre-service teachers should become familiar with these reform initiatives, understand the implications for their teaching, and be able to plan for sound learning outcomes and achievement of competencies both in school and in workplaces.
This course will explore a range of curriculum issues for pre-service teachers to gain competence to teach in the senior years of schooling, the curriculum requirements of senior subjects and vocational certificated courses. Pre-service teachers will discuss the mandated elements of curriculum for certification, practice designing units of work linked to specific criteria, and to pre-specified learning outcomes in a competency-based framework. This course aims to give secondary educators increased understanding and confidence to deal with issues for senior schooling, strategies for teaching in their chosen disciplines, and to be able to modify curriculum for explicit teaching in vocational sectors. They will demonstrate an understanding of current curriculum policy in the senior phase and the implications for practice.
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:
- develop an understanding of current curriculum initiatives (Assignment 2)
- demonstrate knowledge and understanding of the variety of authority and authority registered syllabi in their curriculum areas (All assessment items)
- develop skills in devising and understanding use of various methods of assessment, reporting and accountability (All assessment items)
- develop an understanding of short and long term planning in line with syllabus and work program recommendations (Assignment 1 and 3)
- demonstrate inclusive practices in planning and assessment techniques (All assessment items)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assignments)
|1.||Curriculum for senior phase of schooling||30.00|
|2.||Long and short term planning and assessment techniques in the senior phase of schooling||40.00|
|3.||Curriculum initiatives in the senior phase of schooling||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=EDS3450)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Perrin, R (2012), Pocket Guide to APA Style, 4th edn, Cengage Learning, USA.
The relevant Queensland Studies Authority's Syllabus documents for the subject area the student undertakes must be purchased or downloaded. (Available: http://www.qsa.qld.edu.au).
Brady, L., & Kennedy, K (2009), Curriculum construction, 5th edn, Pearson, Australia.
Ewing, R (2010), Curriculum and assessment. A narrative approach, Oxford University Press, Melbourne. Australia.
Fetherston, T (2006), Becoming an effective teacher, Cengage Learning, Australia.
Killen, R (2009), Effective Teaching Strategies, 5th edn, Cengage Learning, Australia.
March, C (2010), Becoming a Teacher, 5th edn, Pearson, Australia.
Marsh, C. J., & Willis, G (2007), Curriculum: Alternative approaches, Ongoing Issues, 4th edn, Pearson, Australia.
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|
|ASSIGNMENT 1||30||30||05 Aug 2013|
|ASSIGNMENT 2||40||40||23 Sep 2013|
|ASSIGNMENT 3||30||30||28 Oct 2013|
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.
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.
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.