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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.

EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy

Semester 2, 2019 External
Short Description: Intro to Curriculum & Pedagogy
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070100 - Teacher Education
Grading basis : Graded

Staffing

Examiner: Martin Kerby

Requisites

Pre-requisite: Students must be enrolled in the MOLT

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.

Before commencing this course students will be assumed to have read the full details of Professional Experience particulars and familiarised themselves with the requirements. Please see the Education Placement Professional Experience website https://www.usq.edu.au/current-students/assessment/professional-experience and the Professional Experience Book for full details.

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 must hold a valid blue card http://www.bluecard.qld.gov.au/volunteers/doineedabluecard.html OR exemption card http://www.bluecard.qld.gov.au/faqs/exemption-card-faqs.html.
If undertaking placement outside of Queensland you must ensure that all relevant checks are completed and evidence of this is provided to the Professional Experience office http://www.usq.edu.au/current-students/assessment/professional-experience.

Provided a blue card renewal application has been submitted at least 30 days before expiry of the current card, the blue card will remain active while the renewal application is processed (details available at https://bluecard.qld.gov.au/volunteers/whendoineedtoapply.html).

Blue Card Services cannot process a form dated more than 16 weeks prior to lodgement. In addition, a representative of USQ or a Justice of the Peace, must sight the applicant’s identification documents and check the information on the form, before signing and dating the USQ declaration (refer to https://www.usq.edu.au/current-students/assessment/education-placements/blue-card).

Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to https://www.bluecard.qld.gov.au/disqualification.html).
If undertaking Professional Experience outside of Queensland, students are advised to check the Working with Children requirements of the state within which Professional Experience will be undertaken (refer to https://www.usq.edu.au/current-students/assessment/education-placements/working-with-children).

Rationale

Learners in the 21st Century demand a curriculum and associated pedagogical strategies which are relevant to the present and will enable them to develop capabilities which will be of value in the years beyond schooling. Teachers are required to manage increasingly complex contexts; they need to be sensitive to and skilled in responding to sociocultural diversity and students' unique skills and needs. Understandings of how learning occurs, of the similarities and differences between learners and of the influence of the context within which the learner develops, enable educators to make pedagogical decisions relevant to the teaching and learning environment. Critical reflective practices can directly impact on teacher behaviour, planning, unpacking curriculum and authentic assessment practices. This process of critical reflection is central to creating a personal practical theory of learning and teaching and developing the understanding and skills necessary to effectively carry out the roles of classroom teacher and teacher as researcher. All teachers need to be researchers of their own practices in order to grow and become masters of their craft. Pre-service educators require access to a framework for effective planning and teaching and to a suite of effective pedagogical strategies in order to be able to plan and implement meaningful educational experiences for and with students. Focused experiential reflection on the theory/practice nexus is integral to the teaching profession.

Synopsis

This course provides an introduction for pre-service educators entering the teaching profession to the basic concepts and developmental issues connected to research and the pedagogical strategies for learning to teach in an educational setting. Pre-service educators will begin to explore a range of planning styles, ranging from single lessons to a sequence of learning episodes, and then to unit plans, with provisions made for diversity among learners. The course aims to provide opportunities for pre-service educators to develop their general teaching skills and pedagogical content knowledge through systematic reflection and the integration of assessment (for, through and of) content, learning and teaching. Embedded within the course is a 15 day Professional Experience under the supervision of a mentor teacher.

Objectives

On successful completion of this course students should be able to demonstrate:

  1. the use of strategies to investigate, reflect and document personal practical theory and application using self-study methodology to improve classroom practice (ePortfolio, Assignment 1) (APST 6.1, 6.2, 6.3, 6.4)
  2. the ability to apply the Australian Professional Standards for Teachers (APST) framework as a guideline for personal conduct and ethical engagement in a school community (Assignments 1 & 3) (APST 6.1)
  3. the ability to design and implement short and long term plans for teaching and learning using appropriate curriculum frameworks and reflecting on these in a systematic fashion (Professional Experience, Assignments 2 & 3) (APST 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 6.2, 6.3)
  4. the knowledge of appropriate ICT uses for differentiation, teaching, learning and assessment (Assignments 2 & 3) (APST 2.6)
  5. demonstrate the ability to plan, implement and support through feedback, appropriate learning experiences to meet the learning needs of a range of learner abilities from relevant curriculum frameworks (Professional Experience, Assignments 2 & 3) (APST 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.2)
  6. the capacity to establish effective working relationships with students, parents (where possible) and staff in the Professional Experience context (Professional Experience) (APST 6.2, 6.3, 7.3)
  7. a range of verbal and non-verbal communication strategies to support student engagement (APST 3.5)
  8. advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (All assessments and ePortfolio).

Topics

Description Weighting(%)
1. Frameworks for effective teaching, critical reflection and self-study focused on professional experience 10.00
2. Introduction to planning and alignment of assessment, pedagogy and curriculum 10.00
3. Introduction to national and state curriculum priorities and documents 10.00
4. Short and long term-term planning for teaching and learning incorporating strategies, resources and ICT pedagogies 20.00
5. Preparation for Professional Experience and use of journaling tool in ePortfolio 15.00
6. Strategies to differentiate learning and assessment practices to meet the needs of learners 20.00
7. Review critical reflective practices and application to become a teacher researcher. 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://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDM5000)

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

Cavanagh, M & Prescott, A 2015, Your professional experience handbook, Pearson, Australia.
Churchill, R, Ferguson, P. Godinho, S, Johnson, NF, Keddie, A, Letts, W, Mackay, J, McGill, M, Moss, J, Nagel, MC, Nicholson, P & Vick, M 2016, Teaching: making a difference, 3rd edn, John Wiley & Sons, Milton, Australia.

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.
Frangenheim, E 2017, Reflections on classroom thinking strategies, 11th edn, Rodin Educational Consultancy, Loganholme, Queensland.
Groundwater-Smit, S, Ewing, R & Le Cornu, R 2015, Teaching: challenges and dilemmas, 5th edn, Cengage Learning, South Melbourne, VIC.
Howell, J 2014, Teaching & learning: building effective pedagogies, Oxford, South Melbourne, VIC.
Killen, R 2015, Effective teaching strategies: lessons from research and practice, 7th edn, Thomson Social Science Press, South Melbourne, VIC.
Tomlinson, CA & Moon, TR 2013, Assessment and student success in a differentiated classroom, ASCD, Alexandria, VA.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 25 25 12 Aug 2019
PROFESSIONAL EXPERIENCE 1 1 13 Sep 2019 (see note 1)
ASSIGNMENT 2 25 25 16 Sep 2019
ASSIGNMENT 3 49 49 14 Oct 2019

Notes
  1. Students must successfully complete the Professional Experience to be eligible for a passing grade for this course. 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 Experience should be conducted as per the Professional Experience Calendar unless approval has been granted by the Program Coordinator.

Important assessment information

  1. Attendance requirements:
    Online:
    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.

    On-campus:
    It is the students' responsibility to attend and participate appropriately in all activities (such as lectures, tutorials, laboratories and practical work) 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 complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item in addition to the successful completion of the Professional Experience component. Failure of the Professional Experience component will result in a Fail grade for this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must successfully complete the Professional Experience component and must achieve at least 50% of the total weighted marks available for the course. Failure of the Professional Experience component will result in a Fail grade for this course.

  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:
    Not applicable.

  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. Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

  4. Professional Experience is a compulsory component of this course and integral to completion of the assessment tasks. Dates for each Professional Experience course are selected to support students’ capacity to apply the theory of the coursework in the Professional Experience placement. Students are advised not to select a course that includes Professional Experience in a semester where they are unable to meet the specified requirements of Professional Experience. Any application for a ‘change of dates’ for Professional Experience placement must qualify for consideration under the conditions of the USQ Assessment Extension Policy. An unsupported application will delay program completion.

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. Conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. Forms part of the Master of Learning and Teaching and is benchmarked against the:
o internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
o professional accreditation standards of the Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF)

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course. Computer, e-mail and Internet access: Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware .

  2. 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 this 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 the same grades as those students who do possess them.