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EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy

Semester 2, 2021 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 : Band 1
ASCED code : 070199 - Teacher Education not elsewher
Grading basis : Graded
Version produced : 18 April 2021


Examiner: Yvonne Salton


Pre-requisite: Students must be enrolled in one of the following Programs: MPLT or MSLT

Other requisites

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.

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 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 OR exemption card

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

Students need to lodge their blue card application or renewal online . Students will need to register with blue card services and validate their identification online. If successful, the student will be provided an online account number to send to the Professional Experience Team to ensure there are no delays with their placement. Students will not be able to commence their placement without a current blue card. USQ recommends students lodge their renewal at least 28 days prior to the expiry of their current card.

Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to

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


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 professional learner. All teachers need to reflect on their own practices to inform their professional learning. Preservice teachers 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.


This course provides an introduction for preservice teachers entering the teaching profession to the basic concepts and developmental issues connected to critical reflection and the pedagogical strategies for learning to teach in an educational setting. Preservice teachers will develop effective lesson planning processes underpinned by the connection between assessment, curriculum and pedagogy. Preservice teachers will be required to use theory to practice connections to justify their teaching and assessment decisions. The course aims to provide opportunities for preservice teachers to develop their general teaching skills (including verbal and non-verbal skills) and pedagogical content knowledge through systematic reflection and the integration of assessment (for and of) content, learning and teaching. Embedded within the course is a 15 day Professional Experience under the supervision of a registered teacher.


On successful completion of this course preservice teachers should be able to:

  1. use critical reflective practice to investigate teacher practice and guide personal practical theory, and apply the Australian Professional Standards for Teachers (APST) framework as a guideline for professional learning (Australian Professional Standards for Teachers (APST 6.1));
  2. design lesson and short lesson sequence plans for teaching and learning using knowledge and understanding of student learning, content of relevant curriculum frameworks, and appropriate teaching strategies (APST 2.1, 2.2, 3.2, 3.3);
  3. plan effective strategies for the reporting of learning progress to students and parents informed by formative and summative evidence of learning and accurate and reliable records of student achievement (APST 5.5);
  4. plan for and implement teaching strategies for the appropriate use of ICT for differentiation of teaching, learning opportunities and assessment (APST 2.6);
  5. use knowledge and understanding of relevant curriculum frameworks and teaching strategies to plan appropriate learning experiences that are differentiated to meet the learning needs of learners across full range of abilities, and that support inclusive classroom participation and engagement (APST 1.5, 4.1);
  6. apply the key principles described in codes of ethics and conduct for the teaching profession and the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage, as a key element in effective professional relationships with students, parents (where possible) and staff in the Professional Experience context (APST 7.1, 7.2);
  7. plan for and implement a range of verbal and non-verbal communication strategies to support student engagement (APST 3.5);
  8. apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.


Description Weighting(%)
1. Frameworks for critical reflection and observation for professional learning in alignment with the Australian Professional Standards for Teachers (APSTs) 20.00
2. Introduction to key national and state curriculum priorities and legislation: the Australian Curriculum (F-10) and the Alice Springs Education Declaration 20.00
3. Introduction to lesson planning and alignment of assessment (for and of), pedagogy (high impact strategies) and curriculum; including differentiation, resource selection (including ICT), questioning. Strategies for providing timely and effective feedback to students 20.00
4. Introduction to lesson sequencing and alignment of assessment (for and of), pedagogy (high impact teaching strategies) and curriculum; including differentiation, resource selection (including ICT), questioning. Strategies for reporting on student progress to parents and carers (formally and informally) 20.00
5. Use of effective verbal and non-verbal strategies for the organisation of classroom activities and student engagement and participation, such as physical presence, voice, instructions and transitions 10.00
6. Preparation for Professional Experience, professional expectations, behaviour and responsibilities; development of an e-portfolio. Exploring applying the key principles described in code of ethics and conduct for the teaching profession. Unpacking the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage 10.00

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). (

Please contact us for alternative purchase options from USQ Bookshop. (

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 2019, Teaching: making a difference, 4th 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.
Marzano, R 2017, The new art and science of teaching, Solution Tree Press, Bloomington, IN.
Tomlinson, CA 2017, How to Differentiate Instruction in Academically Diverse Classrooms, 3rd edn, Association for Supervision and Curriculum Development, Alexandria, Virginia.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Objectives Assessed Notes
PROFESSIONAL EXPERIENCE 1 1 14 Jul 2021 1,2,3,4,5,6,7 (see note 1)
ASSIGNMENT 1 49 49 17 Aug 2021 1,2,3,4,5,7,8 (see note 2)
ASSIGNMENT 2 50 50 12 Oct 2021 1,2,3,4,5,7,8 (see note 3)

  1. Preservice Teachers 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 alternative arrangements have been approved or advised by USQ.
  2. Lesson Plan and Justification
  3. Critical Reflection and Lesson Sequence

Important assessment information

  1. Attendance requirements:
    There are no weekly 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. Students must attend Professional Experience.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item students must achieve at least 50% of the marks for that item in addition to the successful completion (mark of 1) of the Professional Experience component. Professional Experience is assessed by the supervising teacher against the Australian Professional Standards for Graduate Teachers.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (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 in this course students must submit each assessment item, achieve an aggregate of 50% of the marks available for the summative assessments (Assignment 1, Assignment 2) and satisfactorily complete (mark of 1) 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:
    There is no examination 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

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

  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 Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).

Other requirements

  1. 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 .

  2. IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, preservice teachers, 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 or Exemption 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’ or ‘EXEMPTION CARD’.
    For further information: blue-card.

Date printed 18 April 2021