EDSE14002 - Senior Years Learning and Teaching
Term 1 - 2017


All details in this unit profile for EDSE14002 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

The focus of this unit is teaching and learning in the senior secondary school (Years 11 and 12). There is a specific focus on pedagogical approaches and thinking skills applicable for senior teaching areas. The influences on senior secondary school curriculum frameworks from key stakeholders are critically examined. You will also analysis and interpret subject curriculum documents in order to plan and implement effective units of work that utilise pedagogical approaches that develop the thinking skills and processes required for discipline teaching areas. Other areas examined include curriculum development, teaching and learning resources, teaching strategies, pedagogical approaches, assessment and school work programs relevant to the pre-service teacher’s discipline teaching areas. Critical use is made of information and communication technologies, curriculum and policy documents, higher order thinking strategies and appropriate content in order to design quality learning experiences that involve explicit teaching of the subject discipline area in the senior schooling context.

Details

Career Level Undergraduate
Unit Level Level 4
Credit Points 12
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.25

Pre-requisites or Co-requisites

Pre-requisite - EDSE12021 Middle Years Learning and Teaching

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 1 - 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. Written Assessment 50%
2. Written Assessment 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.

On successful completion of this unit, you will be able to:
  1. Examine and utilise curriculum frameworks applicable to subject areas in senior secondary schooling.
  2. Outline the content, assessment and discipline requirements for a senior subject area.
  3. Outline and justify specific teaching strategies, pedagogies, thinking approaches, processes and learning experiences for a senior subject area.
  4. Critically select and justify the use of teaching and learning resources for senior secondary subjects.
  5. Design and justify units of work and assessment instruments that promote learning, and match the needs of senior secondary school work programs.

Australian Professional Standards for Teachers (Graduate Level) demonstrated:

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.4 Select and use resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

3.7 Engage parents/carers in the educative process

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning

7.3 Engage with the parents/carers

Alignment of Assessment Tasks to Learning Outcomes

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

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 - Written Assessment      
2 - Written Assessment      

Prescribed Textbooks

Understanding Curriculum : An Australian Context
Author/s: Webster, S & Ryan, A Year: 2014
Edition: 1st edn Publisher: Cambridge University Press
City: Melbourne State: Vic
Country: Australia
View textbooks at the CQUniversity Bookshop

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 CoordinatorReyna Zipf (r.zipf@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 06-03-2017

Introduction to senior years learning and teaching

Chapters 1, 2 & 3

Week 2 13-03-2017

School contexts and curricula

Chapters 4 & 5

Week 3 20-03-2017

Learners in the senior years

Chapters 6, 7 & 8

Week 4 27-03-2017

Meeting senior syllabus requirements

Week 5 03-04-2017

Pedagogical content knowledge

Vacation Week 10-04-2017
Week 6 17-04-2017

Designing teaching strategies - classroom practices

Chapter 9

Overview of senior subject curriculum and pedagogy knowledge and skills Due Wednesday (19 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Designing teaching strategies - planning lessons

Chapter 10

Week 8 01-05-2017

Designing teaching strategies - teaching and learning resources

Week 9 08-05-2017

Designing units of work - higher order thinking

Week 10 15-05-2017

Assessment in the senior years

Chapter 11

Week 11 22-05-2017

Design of assessment tasks in the senior years

Week 12 29-05-2017

Unit conclusion - putting it all together

Chapter 12

Planning for teaching and learning in the senior years Due Wednesday (31 May 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Overview of senior subject curriculum and pedagogy knowledge and skills
Task Description

Task rationale: Teachers require expert knowledge of the nature of the discipline subject to be taught and how to teach it. The nature of a discipline refers to the content of a subject area and the way knowledge is created, verified and communicated. Completion will enable you to demonstrate knowledge of the curriculum, content knowledge, processes and skills, pedagogy, literacy and numeracy, ICTs and assessment requirements for your senior teaching areas. In addition the task will contribute to demonstration of your knowledge of how to engage constructively with parents/ carers in the educative process.


Task specific details: This task has TWO components. To complete the task you need to respond to the scenario in Component A and the scenario in Component B for BOTH senior subject teaching areas (Year 11 & 12).


Component A
Scenario – You are a teacher at a secondary school. The Principal has asked you to develop an informative presentation on a senior subject for pre-service teacher education students who will be doing their practicum at the school. The presentation should be a maximum of 10 minutes.


The presentation must include:
a) An overview of the curriculum document framing the senior subject using a graphic organiser or similar tool.
b) Nature of the discipline the senior subject belongs to
¿c) Course organisation curriculum requirements¿
d) Curriculum assessment requirements
e) Key ideas, focus areas, dimensions, and objectives¿


You need to:
a) Research your senior subject area using the Education Authority website for your State or Territory (e.g. Queensland Curriculum and Assessment Authority) and other relevant texts.
b) Gather information about the nature of your discipline area. For example what content, processes and ways of thinking are critical to your teaching area. What makes it unique and distinct from other subject areas? What knowledge and skills are essential for students to learn?
c) Design a powerpoint or other visual media and script for your presentation.
d) Check that your presentation

• is no more than 10 minutes,

• contains explicit information for your senior subject area and not generic information
e) Record your presentation as a media file and upload as per instructions on the Moodle Assessment block.

Component B
Scenario – As part of a strategy to engage parents/ carers in the educative process, your subject department has decided on a schedule of informative and interactive engagement activities with parents. You have been allocated responsibility for composing an email communication to parents outlining the importance of literacy and numeracy in your senior subject, and also creating a short 2 – 3 minute podcast explaining how ICTs will be utilized to expand learning opportunities for students in your senior subject.

Your communications (email and podcast) must include:
a) An outline of teaching strategies that will be used with specific examples of applications in your senior subject
b) An outline of how such strategies enhance and expand learning opportunities for students.

Assessment Due Date Week 6 Wednesday (19-Apr-2017) 11:45 PM AEST
Return Date to Students Week 8 Wednesday (03-May-2017)
Weighting 50%
Assessment Criteria

Marking criteria

Component A

  • Content and teaching strategies of the teaching area
  • Curriculum, assessment and reporting
  • Use effective classroom communication
Component B
  • Literacy and numeracy strategies
  • Information and Communication Technology (ICT)
  • Engage parents/ carers in the educative process
  • Engage with the parents/carers

Component A & B

  • Communication and referencing


Referencing Style American Psychological Association (APA)
Submission Online

This task is to be uploaded as a single Word file document with embedded links saved in the following format: SUBJECT AREA_Last name_First name_Task 1

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

1. Examine and utilise curriculum frameworks applicable to subject areas in senior secondary schooling.

2. Outline the content, assessment and discipline requirements for a senior subject area.

3. Outline and justify specific teaching strategies, pedagogies, thinking approaches, processes and learning experiences for a senior subject area.

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 Written Assessment

Assessment Title Planning for teaching and learning in the senior years
Task Description

Rationale: The task requires you to develop a unit of work for a full school term (10 weeks) based on a QCAA sample workprogram for your senior subject area. The curriculum framework (called the 'syllabus' in Queensland) informs the development of senior subject workprograms. Teachers plan units of work and assessment that align with approved school work programs for senior subjects.


Task Description: This task requires you to examine and utilise curriculum frameworks applicable to Year 11 and 12 subject areas to plan for a full school term of work, all assessment task/s for the selected term, and five sequential lessons from the planned term that demonstrate how key knowledge and skills for the term of work will be taught. Justify the decisions you make in the construction of the term plan of work, assessment task/s, lesson plans and chosen resources using scholarly and authoritive sources.


To complete the task you will need to:

Select a workprogram (or similar curriculum document) for your senior subject area. Identify the course organisation and key course elements - scope and sequence of what to teach and how.


Identify the assessment requirements - techniques, marking criteria and standards that will be used to determine student level of achievement.


Select a term (10 weeks) in either Year 11 or Year 12 that you will plan and prepare to teach. Develop a plan of work for a full school term (10 weeks).


Develop a sequence of detailed lesson plans, with resources, equivalent to 5 lessons or one week of study for the selected school term (200 minutes).


Justify the decisions made in preparing the term of work, assessment plan and lessons using appropriate and scholarly references. The justification should explain how you would adjust your unit and lessons to engage and meet the learning needs of students you would expect to meet in our senior class. The justification should also include how you will address literacy and numeracy requirements, use of ICTs, and assessment strategies.


Your response should include:

Introduction: A brief statement identifying the course organization and key course elements that inform the unit plan and assessment.
Part A: Planning for 10 weeks/one term of either Year 11 or Year 12. Your unit plan should indicate where you plan to develop literacy or numeracy, ICTs.
Each lesson in the unit plan should BRIEFLY indicate
• Learning goal using language from your syllabus (and at key points, learning goals for varying abilities and characteristics)
• Content, using your subject vocabulary as well as the language of the syllabus and work program e.g. for History, ‘Background: Causes of war
• Main strategy or strategies
• Main resources, including ICTs
• Formative assessment and link to summative assessment
Part B: Lesson plans
Part C: Justification (600 words) - Justify the decisions made in preparing the unit of work, assessment plan and lessons using appropriate and scholarly references.
References: All data sources must be referenced using APA referencing style.¿
Appendix: Copy or link to the curriculum document (e.g. QCAA workprogram) that your response is based on clearly indicating the term you selected to plan for teaching.

Assessment Due Date Week 12 Wednesday (31-May-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 50%
Assessment Criteria

Marking criteria

  • Content and teaching strategies of the teaching area
  • Content selection and organisation
  • Curriculum, assessment and reporting
  • Literacy and numeracy strategies
  • Information and Communication Technology (ICT)
  • Establish challenging learning goals
  • Plan, structure and sequence learning programs
  • Select and use resources
  • Evaluate and improve teaching programs
  • Assess student learning

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Examine and utilise curriculum frameworks applicable to subject areas in senior secondary schooling.

2. Outline the content, assessment and discipline requirements for a senior subject area.

4. Critically select and justify the use of teaching and learning resources for senior secondary subjects.

5. Design and justify units of work and assessment instruments that promote learning, and match the needs of senior 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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