EDM5004 Curriculum and Pedagogy for Junior Secondary
|Semester 2, 2019 Online|
|Short Description:||Curriclm & Pedgy Jnr Secndry|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
Examiner: Tony Dowden
Educators need to recognise the distinct needs of adolescent learners in the junior secondary years to strengthen participation, engagement and attainment. Educational communities respond to issues relevant to adolescent learners in different ways. It is essential for pre-service teachers to explore a range of issues related to adolescent learners; unpack their specialist curricula; and explore pedagogies underpinning the teaching of students in these years. These concepts will be built on in future courses.
This course provides an introduction to curriculum and pedagogy for junior secondary learners. Pre-service teachers will explore a range of issues and approaches relevant to adolescents in Years 7-10. This course focuses on curriculum design and delivery in the junior high school years. Pre-service teachers will be introduced to relevant concepts, a range of learning contexts, and pedagogies tailored for the junior high school years in order to plan for and implement effective teaching and learning as stipulated in the Australian Professional Standards for Teachers.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership (AITSL) - Australia Professional Standards for Teachers (APST). The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:
- undertake research, inquiry and critical analysis of contemporary issues in middle schooling and related implications for teaching and learning (Assignment 1) (APST 1.1, 1.2)
- apply knowledge of the content and teaching strategies of the teaching area to organise content into coherent, well-sequenced learning and develop engaging teaching activities. (Assignment 2,3) (APST 2.1, 2.2, 3.3)
- set learning goals and plan relevant well-structured learning and teaching programs (Assignment 2,3) (APST 3.1, 3.2)
- select and/or create and use a range of resources, including ICT, to engage students in their learning. (Assignment 2) (APST 2.6, 3.4)
- analyse student assessment data to evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. (Assignment 3) (APST 5.4)
- contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. (Assignment 3) (APST 6.3)
- identify and plan individual professional learning needs, engage in professional networks to broaden knowledge and improve practice. (Assignment 3) (APST 6.1, 6.2)
- demonstrate an advanced knowledge of Indigenous cultures, inclusive practices and teaching strategies for meeting the needs of Indigenous students. (Assignment 3) (APST 1.3, 1.4, 2.4, 7.2)
- demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (all assessment).
|1.||Contemporary issues for Middle Year learners||15.00|
|2.||Middle Years curriculum||20.00|
|3.||Know the content and how to teach it||20.00|
|4.||Plan for effective teaching and learning for the Middle years||20.00|
|5.||Engage in professional learning||20.00|
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=EDM5004)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||20||20||04 Sep 2019|
|ASSIGNMENT 2||40||40||25 Sep 2019|
|ASSIGNMENT 3||40||40||23 Oct 2019|
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 for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
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)
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
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.
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.
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.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
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 Australian Institute for Teaching and School Leadership, and the Queensland College of Teachers’ Board of Teacher Registration.
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.