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EDM5004 Curriculum and Pedagogy for Junior Secondary

Semester 1, 2021 Online
Short Description: Curriclm & Pedgy Jnr Secndry
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 : 070105 - Teacher Education: Secondary
Grading basis : Graded
Version produced : 14 April 2021


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 preservice 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 introduces preservice teachers to curriculum and pedagogy for junior secondary learners. Preservice 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. Preservice 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. Preservice teachers are asked to demonstrate an understanding of current curriculum content in their discipline area, policy in the junior phase and the implications for teaching practice. Preservice teachers learn to set learning goals, plan sequenced learning experiences and units, including selection of appropriate resources, and application of effective teaching strategies in their chosen disciplines.


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

  1. understand through engagement with relevant research, junior secondary students’ developmental needs and how students learn with respect to contemporary issues in middle schooling and related implications for teaching and learning (Australian Professional Standards for Teachers (APST) 1.2);
  2. contribute to collegial discussion and apply constructive feedback from colleagues to improved professional knowledge and practice; and analyse student assessment data to evaluate student understanding of subject/content, identifying interventions and modifying teaching practice (APST 5.4, 6.3);
  3. apply knowledge of the content and a range of teaching strategies of the teaching area to organise content into coherent, well-sequenced learning and develop engaging units of work (APST 2.1, 2.2, 3.3);
  4. set achievable learning goals and draw on knowledge of student learning, content and teaching strategies to plan relevant well-structured learning and teaching programs that respond to varying abilities and characteristics of students; and select and/or create and use a range of resources, including ICT, to engage students in their learning and apply teaching strategies that effectively use ICT to enhance student learning (APST 2.6, 3.1, 3.2, 3.4);
  5. identify and plan individual professional learning needs, demonstrating an understanding of the role of Australian Professional Standards for Teachers, relevant and appropriate sources of professional learning, and ways to engage in professional networks to broaden knowledge and improve practice (APST 6.1, 6.2);
  6. demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Island histories, cultures and languages and advanced knowledge regarding the impact of cultures, identity and linguistic backgrounds on the education of Aboriginal and Torres Strait Islander (Indigenous) junior secondary students, together with knowledge of inclusive practices and teaching strategies for responding to learning strengths and needs of all students from diverse linguistic, cultural, religious and socioeconomic backgrounds (APST 1.3, 1.4, 2.4);
  7. demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.


Description Weighting(%)
1. Contemporary issues for Middle Year learners 15.00
2. Middle Years curriculum 20.00
3. Know the content and how to teach it including understanding the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Island backgrounds 20.00
4. Plan for effective teaching and learning for the Middle years, demonstrating knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 20.00
5. Engage in professional learning 20.00
6. Professional Educator 5.00

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. (

Pendergast, D, Main, K & Bahr, N (eds) 2017, Teaching middle years: rethinking curriculum, pedagogy and assessment, 3rd edn, Allen & Unwin, Crows Nest, NSW.

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 Publishing, Loganholme, QLD.

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
ASSIGNMENT 1 40 40 05 May 2021 1,2,7 (see note 1)
ASSIGNMENT 2 60 60 02 Jun 2021 3,4,5,6,7 (see note 2)

  1. Learning Community and Developmental Needs
  2. Annotated Unit Plan, Cultural Competency Survey and Review of Literature

Important assessment information

  1. Attendance requirements:
    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.

  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 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.)

  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 a student must achieve at least 50% of the total weighted marks available for the 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 items for 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).

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

Date printed 14 April 2021