|Semester 3, 2021 Online|
|Short Description:||Curriclm & Pedgy Snr Secndry|
|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: Vicki Farwell
The senior phase of learning is a significant juncture in the schooling of students in Australia and internationally. Providing learning about the distinct needs of learners in the senior years builds the capacity for preservice teachers to understand and adopt strategies that will strengthen Year 11 and 12 student participation, engagement and attainment. Preservice teachers must be prepared for teaching in the senior phase by identifying and investigating the external issues, initiatives, reforms and policies that can impact teaching practice focused on this important phase of learning. Preservice teachers must analyse these influences and consider how to translate the changes inherent in major reforms into their pedagogical practices. These understandings can be developed through guiding student exploration of the intended curriculum through the use of syllabus documents and examining achievement and assessment processes. Preservice teachers must be able to identify both broad and specific contextual implications for their practice and to apply knowledges, processes and skills for effective planning to teach. Building on this understanding of the senior curriculum, preservice teachers must consider explicit ways to develop approaches to meet the challenges inherent in teaching in this arena. Additionally, preservice teachers should be supported to design and implement curricula for the multiple pathways and diverse student needs that create complexity in the contemporary senior school.
This course begins with building in-depth understanding for issues that impact the senior school and aims to give secondary educators increased understanding and confidence to deal with these senior schooling issues. Preservice teachers also gain understanding and experience in responding to organisational requirements in order to apply these effectively in their teaching practice. Discussions and applications aim to develop their understanding for effective planning for effective teaching, covering mandated elements of curriculum and practice in designing units of work that create alignment of curriculum, assessment and pedagogy. The course continues to build knowledge and skills developed in the previous courses covering teaching and learning in the middle school. Preservice teachers are asked to demonstrate an understanding of current curriculum policy in the senior phase and the implications for practice. This occurs through developing teaching strategies in their chosen disciplines and includes learning to adjust curriculum for explicit teaching in different sectors. Preservice teachers learn to plan across school, unit and lesson levels, including sequencing learning experiences, integrating assessment for learning and providing feedback as a learning tool.
On successful completion of this course preservice teachers should be able to:
- demonstrate knowledge and understanding of relevant and current education and training reforms, legislative requirements, administrative and organisational policies and relevant contemporary issues (Australian Professional Standards for Teachers (APST) 7.2);
- demonstrate a broad knowledge of strategies that can be used to analyse critically, evaluate and transform teaching programs including developing teaching strategies that support participation and improve learning of students and undertake research and inquiry into how students learn and implications for teaching, including the relevant use of scholarly literature (APST 1.2, 3.6);
- demonstrate advanced knowledge and skills in the ability to analyse the implications for teaching and learning in the modern context for the senior years of schooling in order to use curriculum to effectively plan, structure and sequence teaching strategies within learning programs, including using a range of resources (APST 2.3, 3.2, 3.3, 3.4);
- establish challenging and achievable learning goals, incorporating differentiated teaching to meet the specific learning needs of students across the full range of abilities and with varying characteristics, including incorporating understanding of and respect for Aboriginal and Torres Strait Islander perspectives (APST 1.5, 2.4, 3.1);
- demonstrate an advanced theoretical knowledge of assessment strategies and approaches, purposeful development of appropriate student feedback, and demonstrating well-developed consistent and comparable judgments of school-based assessment and moderation processes (APST 5.1, 5.2, 5.3);
- demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and referencing.
|1.||Research and analysis in contemporary education and current educational reforms and their development as school policies and administrative procedures||20.00|
|2.||Analysis and use of current Senior Years curriculum to support participation and improve learning||20.00|
|3.||Plan, structure and sequence effective teaching and learning for the senior years||20.00|
|4.||Know students and how they learn through development of differentiation and cultural perspectives in developing teaching strategies||20.00|
|5.||Theoretical exploration and implementation of advanced strategies to develop assessments and provide feedback||15.00|
|6.||Develop advanced professional literacy skills as a 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). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=03&subject1=EDM8010)
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||Objectives Assessed||Notes|
|ASSIGNMENT 1||40||40||08 Dec 2021||1,2,4,6||(see note 1)|
|ASSIGNMENT 2||60||60||26 Jan 2022||2,3,4,5,6||(see note 2)|
- Research a current initiative
- Aligned planning for the senior phase
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:
There is no examination 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.
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 Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).
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.