EDED20456 - Curriculum in Junior Secondary
Term 1 - 2017


All details in this unit profile for EDED20456 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

Curriculum understandings and the assumptions that underpin curriculum frameworks used in junior secondary school teaching contexts is the focus of this unit. The challenges associated with the implementation of curriculum that aligns with effective teaching and learning practices is explored. The unit examines the concepts, substance and structure of the curriculum for junior secondary school teaching contexts. The appropriate choice of content, teaching and pedagogical strategies and teaching resources for implementing curriculum appropriate for junior secondary school contexts is explored. Students will engage with the relevant curriculum frameworks to design, plan and evaluate learning materials in their two teaching areas for junior secondary school teaching contexts.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Residential Schools

This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.

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
  • Mixed Mode
  • Rockhampton

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 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%
3. Off-campus Activity Pass/Fail

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
There were no exemplars for the assessment tasks. Student Evaluation Provide exemplars of the assessment tasks.
It was difficult to locate examples of units of work for some teaching areas that were based on the Australian Curriculum. Student Evaluation Provide links to sites that contain examples of units of work that are based on the Australian Curriculum.
Materials provided on the moodle site are detailed and supports and scaffolds the assessment requirements. Student Evaluation Maintain the structure of the moodle site to ensure the assessment requirements are scaffolded.
On successful completion of this unit, you will be able to:
  1. Interpret curriculum frameworks for junior secondary school teaching contexts.
  2. Evaluate the concepts, substance and structure of the curriculum, content and teaching strategies appropriate for junior secondary school teaching contexts.
  3. Plan learning experiences using curriculum frameworks for junior secondary school teaching contexts.
  4. Design pedagogies appropriate for the implementation of curriculum frameworks for junior secondary school teaching contexts.
  5. Create learning resources for junior secondary school teaching contexts.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment      
2 - Written Assessment
3 - Off-campus Activity  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research          
5. Self-management          
6. Ethical and Professional Responsibility
7. Leadership

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment  
2 - Written Assessment    
3 - Off-campus Activity  

Textbook Information

There are no required textbooks.

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 CoordinatorRickie Fisher (r.j.fisher@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

Topic 1 - Introduction to Junior Secondary

Week 2 13-03-2017

Topic 2 - The Nature of Junior Secondary Learners

Week 3 20-03-2017

Topic 3 - What is Curriculum?

Week 4 27-03-2017

Topic 4 - Social Contexts and Curriculum

Week 5 03-04-2017

Topic 5 - Curriculum Documents: The Australian Curriculum

Analysis and deconstruction of curriculum frameworks and units of work Due Friday (07 Apr 17) 11:45 PM AEST
Vacation Week 10-04-2017
Week 6 17-04-2017

Topic 6 - Curriculum Approaches and Pedagogies

Week 7 24-04-2017

Topic 7 - Planning for Teaching - Effective Lesson Planning

Week 8 01-05-2017

Topic 8 - Effective Teaching Strategies

Week 9 08-05-2017

Topic 9 - Learners, Learning and Planning

Week 10 15-05-2017

Topic 10 - Medium-term planning - Designing units of work (UoW)

Week 11 22-05-2017
Week 12 29-05-2017
Review/Exam Week 05-06-2017
Portfolio of Planning Due Monday (05 Jun 17) 11:45 PM AEST
Exam Week 12-06-2017

To be eligible to pass this unit, you must:

  • Complete 8 Embedded Professional Learning days to a satisfactory standard (see below)
  • Attend the compulsory Residential School (see below)
  • Submit all assessment items by the due date, or with a formally approved extension
  • Achieve an average passing grade across all assessment items

Embedded Professional Learning component
This unit has been designed to take advantage of the considerable time students spend in schools/learning sites, thus ensuring the authenticity of the learning experiences in which they participate where knowledge is demonstrated through actual performance. This concept is emphasised in not having discrete courses for the professional experiences component of this
program pre-Internship. Instead each course, including this course, has an Embedded Professional Learning (EPL) component. In addition to the assessment components listed in this course profile, students must complete 8 Embedded Professional Learning Learning (EPL) days to a satisfactory standard in order to achieve an overall pass grade for this course. The applied learning
(portal) task/s for this course are completed during the Embedded Professional Learning days.


Residential School Attendance
Each unit in the GDLT has a compulsory Residential School for all students held on the Rockhampton Campus. Failure to attend the Residential School may result in a grade of Fail for this unit. The dates for the Residential Schools are published in the on-line CQUniversity Handbook. It is the responsibility of each student to:

  • ensure they are in attendance at each Residential School;
  • organise their own transport to and from Rockhampton for the Residential School; and,
  • organise their own accommodation whilst in Rockhampton for the duration of the Residential School.

1 Written Assessment

Assessment Title Analysis and deconstruction of curriculum frameworks and units of work
Task Description
This task has two parts:

Part A: Organisation of the curriculum documents

Word count for Part A - 1000 words maximum per Learning Area

Access the Australian Curriculum for your two teaching areas for Junior Secondary (Years 7-10) through http://www.australiancurriculum.edu.au/ (use the most recent up-to-date version available).

NB If your two teaching areas belong to the same curriculum area (for example Biology and Chemistry both belong to the F-10 Learning Area Science) your task here will be to provide an analysis of two stands of the one curriculum area.

Create a summary of each curriculum framework and its organisation and content. The summary should provide answers to the following key questions for EACH curriculum learning area:

  • What is included in the curriculum framework?
  • What is the focus for learning specified in the curriculum framework?
  • What information is given about what will be learned, when it will be learned and how it will be learned in each curriculum learning area?
  • How will learning be assessed?
  • What is the connection between what occurs in the years before junior secondary, what occurs in junior secondary and what will come after junior secondary in this teaching area?
  • What are the important content and skills for junior secondary students in this teaching area? (Do not cut and paste – this needs to be summarised.)

Identify the main similarities and differences in the approach to curriculum design taken for each curriculum area and explain why you think these differences have occurred.

Suggest ways in which their organisation and key features will affect how the curriculum is used and implemented by teachers in schools.

Part B: Analysis of two units of work

Word count for Part B - 1000 word maximum in total

Source two units of work for each of your teaching areas for a junior secondary class (Year 7 – 10) that have been designed using the Australian Curriculum.

Units can be sourced from a school site, the QCAA, the Learning Place or Scootle.

Evaluate the two units of work in how they:

  • provide opportunities for students to demonstrate the appropriate knowledge and understanding of the relevant curriculum framework;
  • provide suitable learning experiences, pedagogy and assessment procedures for the selected year level?
  • appeal to and engage learners; and,
  • utilise materials and resources to support student learning and demonstrations of the intent of the relevant curriculum framework.

Based on your analysis, make at least two recommendations for improvement in the units of work.

These recommendations must be justified by links to current research and should include redesign or development of appropriate pedagogy for promoting student engagement.

You will need to provide a copy of the units as an appendix to your assignment. Alternatively, if the units are available electronically, hyperlink the unit/s in the body of your assignment.

Assessment Due Date Week 5 Friday (07-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 50%
Assessment Criteria
  • Knowledge of the key elements and organisation of current curriculum documents
  • Ability to identify and evaluate ways in which current curriculum documents are influenced by contemporary social and cultural contexts and respond to issues of diversity and equity
  • Application of knowledge of key learning theories to the analysis of learning embedded in curriculum documents
  • Ability to draw implications from the analysis for educators as curriculum decision-makers
  • Ability to construct a comparative analysis using professional levels of personal literacy
Referencing Style American Psychological Association (APA)
Submission Online

One .doc or .docx file to be uploaded with the file name as: firstname_lastname_EDED20456_AT_1

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

1. Interpret curriculum frameworks for junior secondary school teaching contexts.

2. Evaluate the concepts, substance and structure of the curriculum, content and teaching strategies appropriate for junior secondary school teaching contexts.

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

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

6. Ethical and Professional Responsibility

7. Leadership



2 Written Assessment

Assessment Title Portfolio of Planning
Task Description

This task requires an in-depth understanding of the curriculum requirements for one of your teaching areas in Years 7 – 10 and to apply this to short term (lesson plans) and long term (unit of work) planning processes and associated resources. You will also be required to justify the decisions you made in the construction of the unit of work, lesson plans and chosen resources.

Your response to this task should include:

Part A: Introduction (250 words maximum)

Identify the:

  • Year Level
  • Curriculum Learning Area
  • Any key issues and considerations when designing units of work for this subject you may be aware of

Part B: Design a Unit of Work

You are to develop an original teaching unit for use in one of your teaching areas for a Year 7, 8, 9 or 10 class based on the relevant curriculum framework.

The unit length should be no shorter than 5 weeks and no longer than 10 weeks.

Units may be structured in different ways according to the requirements of individual schools or schooling authorities. For this task you must use the template available through the link on your moodle site that has been scaffolded within this unit.

Your moodle site also contains further instructions and sample units of work.

Part C: Design of sample Lesson Plans

Your task is to submit two consecutive (back-to-back) lesson plans you have designed that are part of the unit of work designed for Part B.

You need to consider submitting two contrasting lesson plans that include a range of strategies that show your ability to plan using effective design principles and engage learners in the learning process.

You must submit any resources needed to implement these two lesson plans including any handouts, worksheets etc.

For this task you must use the template provided on the moodle site for this unit.

Each lesson should be no longer than 60 minutes in length.

Part D: Justification of Planning Choices (1000 word maximum)

Justify the decisions made in preparing the sample unit of work, lessons and resources.

Consider how you have aligned curriculum and pedagogy to:

  • incorporate activities that are student centred;
  • provide details of how you explained tasks/activities to learners;
  • use a range of strategies and approaches to learning and engagement; and,
  • link to the relevant curriculum framework.
Assessment Due Date Review/Exam Week Monday (05-Jun-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the Term.
Weighting 50%
Assessment Criteria
  • Understanding of design process
  • Know and use curriculum frameworks relevant to the teaching context
  • Appropriate selection of content knowledge
  • Use of a range of teaching strategies
  • Range and balance of teaching strategies for the context of learning
  • Understanding of sequencing of learning experiences
  • Organisation of teaching resources
  • Justification of planning choices
  • Written language communication skills
Referencing Style American Psychological Association (APA)
Submission Online

One .doc or .docx file to be uploaded with the file name as: firstname_lastname_EDED20456_AT_2

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

1. Interpret curriculum frameworks for junior secondary school teaching contexts.

2. Evaluate the concepts, substance and structure of the curriculum, content and teaching strategies appropriate for junior secondary school teaching contexts.

3. Plan learning experiences using curriculum frameworks for junior secondary school teaching contexts.

4. Design pedagogies appropriate for the implementation of curriculum frameworks for junior secondary school teaching contexts.

5. Create learning resources for junior secondary school teaching contexts.

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

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

6. Ethical and Professional Responsibility

7. Leadership



3 Off-campus Activity

Assessment Title Embedded Professional Learning
Task Description

This unit has been designed to take advantage of the considerable time students spend in schools/learning sites, thus ensuring the authenticity of the learning experiences in which they participate where knowledge is demonstrated through actual performance. This concept is emphasised in not having discrete units for the professional experiences component of this unit pre-Internship. Instead each unit, including this unit, has an Embedded Professional Learning (EPL) component. In addition to the assessment components listed in this unit profile, students must complete 8 Embedded Professional Learning (EPL) days to a satisfactory standard in order to achieve an overall pass grade for this unit. The applied learning (portal) task/s for this unit are completed during the Embedded Professional Learning days.

Assessment Due Date As per the EPL Calendar
Return Date to Students The EPL booklet will be returned to the pre-service teacher once the Teaching School Coordinator has signed the various reports.
Weighting Pass/Fail
Referencing Style American Psychological Association (APA)
Submission Hard copy

The EPL booklet must be returned the university upon completion of the EPL.

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

1. Interpret curriculum frameworks for junior secondary school teaching contexts.

3. Plan learning experiences using curriculum frameworks for junior secondary school teaching contexts.

4. Design pedagogies appropriate for the implementation of curriculum frameworks for junior secondary school teaching contexts.

5. Create learning resources for junior secondary school teaching contexts.

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

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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