EDSE12021 - Middle Years Learning and Teaching
Term 2 - 2017


All details in this unit profile for EDSE12021 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Learning and teaching in the latter middle years of learning, Years 7 to 9 in selected learning areas is the focus of this unit. The influences, interpretation and implementation of lower secondary school curriculum frameworks are examined critically for the purposes of designing effective pedagogies. A range of topics is examined including curriculum development, teaching and learning resources, teaching strategies, pedagogical approaches, assessment and school work programs relevant to the pre-service teacher’s two teaching areas. Critical use is made of relevant sources of information including curriculum and policy documents to promote professional teaching through the selection of appropriate teachable content to enable the design of quality learning experiences using a range of pedagogies and the development of assessment strategies that promote learning in lower secondary school contexts.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 12
Student Contribution Band 7
Fraction of Full-Time Student Load 0.25

Pre-requisites or Co-requisites

Pre-requisite - students must have successfully completed 1 x Level 1 and 1 x Advanced level unit per Discipline Teaching Area to be eligible to enrol in this unit.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Portfolio 50%
2. Portfolio 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Formative feedback from forum experts is valuable and helpful. Student evaluation Retain feedback system.
Formative tasks could be reviewed to ensure match to summative task. Student evaluation Review formative tasks.
Repetition of some aspects of two summative tasks. Student evaluation; marker comments Review summative task requirements to remove repetition.
On successful completion of this unit, you will be able to:
  1. Use and understand curriculum frameworks relevant to your two teaching areas at a lower secondary school level
  2. Engage with teaching and learning resources relevant to your two teaching areas at a lower secondary school level
  3. Interpret and manipulate teaching strategies relevant to your two teaching areas at a lower secondary school level
  4. Design pedagogies appropriate for the implementation of your relevant curriculum frameworks
  5. Design assessment instruments that promote learning and match the needs of lower secondary school work programs

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Portfolio
2 - Portfolio

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving  
3. Critical Thinking        
4. Information Literacy  
5. Team Work          
6. Information Technology Competence
7. Cross Cultural Competence          
8. Ethical practice          

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Portfolio      
2 - Portfolio      

Prescribed Textbooks

Effective teaching strategies: Lessons from research and practice
Author/s: Killen, R. Year: 2013
Edition: 6th Publisher: Cengage Learning Australia
City: South Melbourne State: Victoria
Country: Australia
FOR GEOGRAPHY STUDENTS ONLY - Place and time: Explorations in teaching geography and history
Author/s: Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. Year: 2012
Edition: 1st Publisher: Pearson
City: Melbourne State: Victoria
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

Note:

The Killen text is to be purchased by all students enrolled in this unit. In addition, GEOGRAPHY STUDENTS (ONLY) WILL NEED TO PURCHASE Place and Time, by Taylor/Fahey.

Students studying INTAD as a discipline area would benefit from getting: Baker, S., & Schlyder, D. (2012). Workshop technologies for schools: a combined study. Toowoomba, Qld: PCS Publications.

All students will be required to download readings and curriculum documents as indicated on the Moodle site.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorJoanne Dargusch (j.dargusch@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Content, Context and Curriculum

Week 2 17-07-2017

School Contexts and Work Programs

Week 3 24-07-2017

Teaching and Learning Resources: Teaching Areas 1 and 2

Week 4 31-07-2017

Pedagogical Approaches and Pedagogical Content Knowledge: Teaching Areas 1 and 2

Formative Task 1 Teaching Area 1

Formative Task 1 Teaching Area 2

Upload each Formative task to appropriate forum by Friday 11pm

Week 5 07-08-2017

Teaching Strategies-Classroom Practices: Teaching Areas 1 and 2

Vacation Week 14-08-2017
Week 6 21-08-2017

Teaching Strategies-Differentiation: Teaching Areas 1 and 2

Formative Task 2 - Teaching Area 1

Formative Task 2 - Teaching Area 2

Upload each Formative task to appropriate forum by Monday 11pm

Week 7 28-08-2017

Teaching Strategies-Planning Lessons: Teaching Areas 1 and 2

Week 8 04-09-2017

Assessment Purposes: Teaching Areas 1 and 2

Week 9 11-09-2017

Designing Assessment: Teaching Areas 1 and 2

Formative Assessment Task 3 - Teaching Area 1

Formative Assessment Task 3 - Teaching Area 2

Upload each Formative task to appropriate forum by Friday 11pm

Week 10 18-09-2017

Focus on Planning: Teaching Areas 1 and 2

Week 11 25-09-2017

Focus on Self-Reflection: Teaching Areas 1 and 2

Week 12 02-10-2017

Assessment Preparation

Written Assessment - Portfolio of teaching and learning materials - Teaching Area 1 Due Friday (06 Oct 17) 11:00 PM AEST
Written Assessment - Portfolio of teaching and learning materials- Teaching Area 2 Due Friday (06 Oct 17) 11:00 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Portfolio

Assessment Title Written Assessment - Portfolio of teaching and learning materials - Teaching Area 1
Task Description

This task requires you to apply core concepts of the unit to develop a Portfolio of teaching and learning materials for a Middle Years class. The Portfolio will demonstrate your ability to apply subject knowledge and pedagogy skills in your first teaching area.

The unit requirements include both formative and summative assessment tasks. A series of 3 milestone formative tasks will be completed throughout the term and will be supported through the unit materials provided on the Moodle site for your first teaching area. These formative tasks will be used to build the skills and knowledge required for you to complete the summative task and to provide opportunities for you to get feedback as you build and develop your ideas. The summative task requires you to develop a detailed unit of work, and annotate this unit of work to demonstrate your understanding of curriculum and pedagogy in your first teaching area.

The formative tasks are to be posted up on the teaching area discussion forum in weeks 4, 6 and 9. The completed summative assessment task is to be submitted Friday, Week 12.

Part A - Milestone formative assessment tasks and the provision of feedback–5% of grade for Task 1

The following formative tasks are to be uploaded to your teaching area forum in the weeks indicated:

· Forum entry – provide a description of a unit of work (including key questions/topics); select the content descriptors to be used in the unit. Record these in the summative assessment unit template. (Friday - Week 4).

· Forum entry - provide a brief unit overview as per the template provided on Moodle. (Monday - Week 6)

· Forum entry – populate the assessment section of the summative assessment unit template. (Friday - Week 9)

The teaching area forum expert will provide feedback on your forum entries.

You are to provide targetted feedback to two peers on each of the formative tasks. Guidelines for this feedback will be provided on the Moodle site.

The evidence of these forum entries will be recorded on a Formative Tasks table and submitted with your summative task.

Part B - Summative assessment task – 45% of grade for Task 1

This summative assessment task will reflect the key understandings explored in online Moodle materials and the work you have already done in the formative assessment tasks. The task is as follows:

  • An introductory statement that discusses how this unit of work is informed by the intent of the curriculum in your teaching area, your choice of a pedagogical framework and your understanding of pedagogical content knowledge in your teaching area (400 words).
  • A detailed unit of work that demonstrates your understanding of planning processes, a range of teaching strategies, differentiation for a range of learners and the use of resources suitable for this teaching area. This unit will also demonstrate understandings about curriculum frameworks.
  • Annotations on the unit of work that indicate and explain your choice of a range of targeted and purposeful teaching strategies and resources suitable for the needs of Middle Years learners in this teaching area. These annotations will indicate and explain where you have deliberately developed literacy or numeracy skills specific to the unit of work and the teaching area. They will also indicate and explain where you have used formative assessment strategies to assess students’ development of the knowledge and skills needed to demonstrate their learning in the final summative assessment task.

NOTE: The introductory statement and annotations should make links to theory/research.

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:00 PM AEST
Return Date to Students Feedback will be provided on formative tasks throughout the term. Feedback on the final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the Term.
Weighting 50%
Assessment Criteria
  1. Knowledge and understanding of planning learning programs to implement the curriculum
  2. Knowledge and understanding of teaching strategies and resources appropriate to the teaching area and context
  3. Knowledge and understanding of differentiation strategies, including literacy and numeracy strategies, to meet the specific learning needs of students
  4. Design of assessment to promote learning
  5. Justification of planning decisions informed by theory, research, context and curriculum knowledge
  6. Written language communication skills
Referencing Style American Psychological Association (APA)
Submission Online

Assessment must be submitted online through Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Use and understand curriculum frameworks relevant to your two teaching areas at a lower secondary school level

2. Engage with teaching and learning resources relevant to your two teaching areas at a lower secondary school level

3. Interpret and manipulate teaching strategies relevant to your two teaching areas at a lower secondary school level

4. Design pedagogies appropriate for the implementation of your relevant curriculum frameworks

5. Design assessment instruments that promote learning and match the needs of lower secondary school work programs

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence



2 Portfolio

Assessment Title Written Assessment - Portfolio of teaching and learning materials- Teaching Area 2
Task Description

This task requires you to apply core concepts of the unit to develop a Portfolio of Teaching and Learning materials based around a unit of work in your second teaching area for a Middle Years class. The Portfolio will demonstrate your ability to apply subject knowledge and pedagogy skills in your second teaching area.

The unit requirements include both formative and summative assessment tasks. A series of 3 milestone formative tasks will be completed throughout the term and will be supported through the unit materials provided on the Moodle site for your second teaching area. These formative tasks will be used to build the skills and knowledge required for you to complete the summative task and to provide opportunities for you to get feedback as you build and develop your ideas. The summative task requires you to develop a brief unit overview, three lesson plans from this unit of work and provide a justification of your planning choices in order to demonstrate your understanding of curriculum and pedagogy in your second teaching area.

The formative tasks are to be posted up on the teaching area discussion forum in weeks 4, 6, and 9. The completed summative assessment task (the teaching package) is to be submitted Friday, Week 12.

Part A - Milestone formative assessment tasks and the provision of feedback–5% of grade for Task 2

The following formative tasks are to be uploaded to your teaching area forum in the weeks indicated:

· Forum entry – provide a description of the unit of work (including key questions/topics); select the content descriptions to be used in the unit. Record these in the template provided. (Friday - Week 4)

· Forum entry - provide a brief unit overview as per the template provided on Moodle. (Monday - Week 6)

· Forum entry – submit one LEP that demonstrates specific strategies to develop literacy or numeracy knowledge/skills key to the unit. (Friday - Week 9)

The teaching area forum expert will provide feedback on your forum entries.

You are to provide targetted feedback to two peers on each of the formative tasks. Guidelines for this feedback will be provided on the Moodle site.

The evidence of these forum entries will be recorded on a Formative Tasks table and submitted with your summative task.

Part B - Summative assessment tasks – 45% of grade for Task 2

Summative assessment tasks to be submitted as part of the Package will reflect the key understandings explored in online Moodle materials and the work you have already done in the formative assessment tasks. These tasks are as follows:

· Unit context statement that explains how your knowledge of the particular cohort of learners (include a detailed profile as an appendix) and the particular school context influenced your design of the unit (400 words).

· A brief unit of work overview that demonstrates your understanding of planning processes, awareness of the need to have varied teaching strategies and resources across the unit.

· Three detailed lesson plans drawn from the unit of work that demonstrate your understanding of targeted and purposeful teaching strategies and resources suitable for the needs of Middle Years learners in this teaching area. 1) One of these lesson plans must demonstrate the development of literacy or numeracy skills specific to the unit of work and the teaching area. 2) The second lesson plan must demonstrate the use of formative assessment to assess students’ development of the knowledge and skills needed to demonstrate their learning in the final summative assessment task. 3) The third lesson plan must demonstrate understanding about differentiation for diverse learners through teaching strategies and the use of resources.

· A referenced justification that draws together and justifies the planning choices made in this collection of teaching artefacts. 1600 words

In this section you will provide a critical analysis of the planning process. You should also draw on the formative assessment tasks you have completed to address the following areas:

· Justify the choices you have made in your lesson planning about: teaching strategies, differentiation, literacy and numeracy strategies, formative assessment as preparation for summative assessment in teaching area 2. Connections will be made to literature and research, as well as to the curriculum frameworks.

· Briefly outline how the formative assessment tasks and the feedback you received influenced your final task. Provide an example.

NOTE: The referenced justification must refer to theory/research.

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:00 PM AEST
Return Date to Students Feedback will be provided on formative tasks throughout the term. Feedback on the final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the Term.
Weighting 50%
Assessment Criteria
  1. Knowledge and understanding of planning learning programs to implement the curriculum
  2. Knowledge and understanding of teaching strategies and resources appropriate to the teaching area and context
  3. Knowledge and understanding of differentiation strategies, including literacy and numeracy strategies, to meet the specific learning needs of students
  4. Design of assessment to promote learning
  5. Justification of planning decisions informed by theory, research, context and curriculum knowledge
  6. Written language communication skills
Referencing Style American Psychological Association (APA)
Submission Online

Students must submit assignment online through Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Use and understand curriculum frameworks relevant to your two teaching areas at a lower secondary school level

2. Engage with teaching and learning resources relevant to your two teaching areas at a lower secondary school level

3. Interpret and manipulate teaching strategies relevant to your two teaching areas at a lower secondary school level

4. Design pedagogies appropriate for the implementation of your relevant curriculum frameworks

5. Design assessment instruments that promote learning and match the needs of lower secondary school work programs

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence




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