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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

ESP2200 Senior Secondary Curriculum and Pedagogy

Semester 3, 2021 External
Short Description: Snr Secondry Crclum & 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 : 070105 - Teacher Education: Secondary
Grading basis : Graded
Version produced : 21 July 2021

Requisites

Pre-requisite: ESP3100 and Students must be enrolled in one of the following Program: BEDU or BSED
Enrolment is not permitted in ESP2200 if EDS3450 has been previously completed

Other requisites

It is highly recommended this course be undertaken after successfully completing six teaching area courses - three from each area.

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.

1. For the semester 3 offer, early enrolment is required to secure your placement for the commencement of the school year (which may include pupil free days).
2. Enrolment is required by the end of the first week of November the previous year.
3. Your Blue Card needs to be current and have an expiry date beyond the semester of offer, or your full and complete application for Blue Card renewal has been submitted to USQ prior to your enrolment.
4. You must contact your mentor and negotiate your attendance prior to the completion of the previous school year.

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.

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. https://www.usq.edu.au/current-students/academic/education-placements/blue-cards

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

This course acknowledges the senior phase of learning as a significant juncture in the schooling of students. Through providing learning about the distinct needs of learners in the senior years, it builds the capacity for pre-service teachers to understand and adopt strategies that will strengthen year 11 and 12 student participation, engagement and attainment. The course prepares pre-service teachers for teaching in the senior phase by investigating the external issues, initiatives, reforms and policies that typically impact teaching practice in the senior years. Pre-service teachers will be expected to analyse these influences and consider how to assimilate them into their pedagogical practice.

This course includes a Professional Experience placement of 15 days where pre-service teachers are expected to demonstrate the ability to engage within the senior secondary environment.

Synopsis

This course aims to build pre-service teachers' understanding of issues that impact the senior school and enhance their confidence to deal with senior schooling issues. Pre-service teachers will gain an understanding on how to respond to organisational requirements. This will include covering mandated subject content and aligning curriculum, assessment and pedagogy. Pre-service teachers will also develop their understanding of effective planning for effective teaching, including learning to plan across school, unit and lesson levels, as well as sequencing learning experiences, integrating assessment for learning and providing feedback as a learning tool.

A 15-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.

Objectives

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

  1. outline understandings of current education and training reforms, legislative requirements and teaching strategies relevant to the senior secondary contacts, with specific emphasis on students with disabilities and diverse backgrounds including linguistic, cultural, religious and socioeconomic (APST 1,3, 1.6, 7.2);
  2. analyse and evaluate teaching programs and assessment in the modern context for the senior years of schooling in order to improve student learning (APST 3.6);
  3. evaluate and transform teaching programs including developing a range of teaching and assessment strategies that support participation of a diverse range of learning needs of students, including those with disabilities (APST 1.3, 1.5, 3.6, 5.1);
  4. outline assessment practices to support comparable judgements of student learning (APST 5.3);
  5. create and evaluate programs of learning which include teaching strategies for literacy, numeracy and ICTs (APST 1.6, 2.5, 2.6, 3.4, 3.6);
  6. demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice (1.1, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 5.4, 5.5, 6.3, 7.1, 7.4).

Topics

Description Weighting(%)
1. Current educational reforms and legislative requirements 15.00
2. Contemporary issues in Senior Secondary 15.00
3. Evaluating teaching programs in Senior Secondary with consideration of the diverse learning needs of students 20.00
4. Developing strategies for effective teaching in Senior Secondary including understanding Senior Secondary curriculums 30.00
5. Senior secondary assessment and moderation practices 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=2021&sem=03&subject1=ESP2200)

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

There are no texts or materials required for this course.

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.
Hattie, J 2009, Visible learning: A synthesis of over 800 meta-analyses relating to achievement, Routledge, London.
Masters, G 2013, Reforming Educational Assessment: Imperatives, principles and challenges, Australian Council for Educational Research.
(Retrieved from: http://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=aer.)
Matters, G. & Masters, G 2014, Redesigning the secondary–tertiary interface Queensland Review of Senior Assessment and Tertiary Entrance, 2nd edn, Australian Council for Educational Research.
(Retrieved from: https://www.acer.org/files/Redesigning_the_secondary-tertiary_interface_Ed_2.pdf.)
Maxwell, G. & Cumming, J 2011, Managing without public examinations: Successful and sustained curriculum and assessment reform in Queensland, In Yates, L., Collins, C. and O’Connor, K. (eds). Australia’s curriculum dilemmas: State perspectives and changing times, Melbourne University Press, Australia.
(Pp. 186 – 206. Retrieved from: https://www.acer.org/files/11_YATES.pdf.)
McCurry, Doug 2013, Overview of Senior Assessment and Tertiary Entrance in Australia and other countries, Australian Council for Educational Research.
(Retrieved from: https://www.acer.org/files/An-overview-of-senior-assessment-and-tertiary-entrance-in-Australia-and-other-countries.pdf.)
Queensland Department of Education, Traning and Employment (DETE) 2014, Queensland government draft response to the SATE review (2014) A new era for senior school education.
(Retrieved from: https://statements.qld.gov.au/statements/75500.)
Hattie, J. (2003) Teachers make a difference: What is the research evidence? Paper presented at ACER Research Conference Building Teacher Quality: What Does the Research Tell Us? 19–21 October 2003, Melbourne. (Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003).
Matters, G.N., 2015. "Translating rich learning assessments into certified results and university selection devices". Paper presented at ACER 2015 Research Conference, Learning assessments: Designing the future, Melbourne, 16–18 August 2015. (Retrieved from: https://www.acer.org/files/Translating_rich_learning_assessments.pdf).
Op-Ed piece (Masters & Matters): Nothing 'experimental' about proposed OP changes, published in The Courier Mail 21.1.15 as "Assessing the value of changes to year 12 examination system" http://www.couriermail.com.au/news/opinion/answering-the-critics-of-year-12-assessment-changes/story-fnihsr9v-1227191132676.
Wyatt-Smith, C. & Colbert, P. (2014). An account of the inner workings of standards, judgement and moderation: A previously untold evidence-based narrative. ACU. Retrieved from: https://www.acer.org/files/Wyatt-SmithColbert_InformingPaper_Final.pdf.
Wyatt-Smith, C., & Klenowski, V. (2010) Standards, Teacher Judgement and Moderation in Contexts of National Curriculum and Assessment Reform (Retrieved from: https://search.informit.com.au/documentSummary;dn=330562838515612;res=IELHSS).

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PROFESSIONAL EXPERIENCE 1 1 16 Nov 2021 (see note 1)
ASSIGNMENT 1 40 40 20 Dec 2021
ASSIGNMENT 2 59 59 11 Feb 2022

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:
    It is the students' responsibility to attend and participate appropriately in all activities 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:
    Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure https://policy.usq.edu.au/documents/14749PL.

  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 Bachelor of Education and is benchmarked against the:

  1. 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
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.

  2. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 21 July 2021