EDED20488 - Curriculum in Senior Secondary
Term 2 - 2017


All details in this unit profile for EDED20488 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

School-based moderation and assessment practices, evaluation and curriculum planning and their theoretical underpinnings are examined in this unit as well as a range of emergent contemporary issues in senior secondary schooling. Materials collected from and experiences undertaken in learning sites will provide both individual and collective opportunities to analyse and reflect upon current schooling practices and trends. Students should be able to explore and utilise practices in senior secondary schooling and the role of the Queensland Curriculum and Assessment Authority in developing syllabuses, other curriculum documents, assessment, accreditation and certification processes. Students also critique the four areas of learning that may contribute to the Queensland Certificate of Education and co-curricula activities in terms of how to support senior school students in their learning.

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 2 - 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
Ability to use the State curriculum that was relevant Student feedback Continue to allow students to base assignments on their state specific context
On successful completion of this unit, you will be able to:
  1. Examine and discuss curriculum frameworks relevant to senior secondary schooling
  2. Apply knowledge of school work programs, study plans and Vocational Education and Training (VET) learning programs
  3. Critically explore school-based assessment and moderation practices in senior secondary school contexts
  4. Identify a range of current issues and initiatives in senior secondary school contexts
  5. Evaluate and critique syllabus and school work program development and implementation.

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  

Prescribed Textbooks

Curriculum construction
Author/s: Brady, L & Kennedy, K Year: 2013
Edition: 5th edn Publisher: Pearson Australia
City: Frenchs Forest State: NSW
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 10-07-2017

Topic 1 - Schooling and the curriculum context in Queensland

Brady & Kennedy (2014). Part 1: Chapters 1 - 3

Week 2 17-07-2017

Topic 2 - Social contexts of curriculum priorities.

Brady & Kennedy (2014). Part 2: Chapters 4 - 8

Week 3 24-07-2017

Topic 3 - Curriculum planning in the senior phase of learning

Brady & Kennedy (2014). Part 3: Chapters 9 - 11

Week 4 31-07-2017

Topic 4 - Assessment and the curriculum in the senior phase of learning

Brady & Kennedy (2014). Part 4: Chapters 12 - 15

Report on a contemporary issue in senior curriculum Due Monday (31 Jul 17) 11:45 PM AEST
Week 5 07-08-2017

Topic 5 - Changing the curriculum in the senior phase of learning

Brady & Kennedy (2014). Part 5: Chapters 16 - 17

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

Topic 6 - Planning for senior phase of learning subjects

QCAA Senior Subject Syllabus

Week 7 28-08-2017

Topic 7 - Designing unit outlines, assessment outlines and student profiles


QCAA Senior Subject Syllabus

Week 8 04-09-2017

Topic 8 - The curriculum landscape: National and international trends and future directions for Queensland

QCAA website

ACARA website

Week 9 11-09-2017

Topic 9 - Reflection and Review - Professional Learning

QCAA website

ACARA website

From Syllabus to Classroom: Planning in the Senior Years Due Monday (11 Sep 17) 11:45 PM AEST
Week 10 18-09-2017
Week 11 25-09-2017
Week 12 02-10-2017
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Report on a contemporary issue in senior curriculum
Task Description

Task Rationale:
There are many political, social, economic and theoretical issues that impact the education provided to secondary school students in the senior years of learning. This task provides the opportunity to critically reflect and report on a contemporary issue in senior secondary schooling.

Detailed Task Description:
Research and report on a contemporary issue in senior secondary schooling.
Prepare a 2000 word paper on a contemporary issue in senior secondary schooling.

The paper must examine one issue in senior secondary schooling. A list of suggested topics is provided below. Prior to starting the task, you must post your proposed idea/topic with a brief (no more than 100 words) summation of your approach and key argument on the Moodle Task 1 Discussion forum.

Topic list (choose one topic)

  • Changes ahead for senior students in Queensland
  • External examinations
  • ATARs - how do they differ from OPs?
  • Critique of a Study Area Specification or Senior syllabus.
  • Indigenisation of the curriculum for specific senior subjects.
  • Making senior more relevant to students.
  • Role and responsibility of the Queensland Curriculum and Assessment Authority
  • Implications of an Australian Curriculum for senior schooling in Queensland
  • Numeracy across the senior curriculum
  • Pathways in Senior Schooling.
  • International curriculum frameworks (eg. IB)
  • Private versus Public school education in the senior years.
  • Senior school education overseas
  • Values education - a forgotten part of the curriculum
  • Service learning - does it have a place in the curriculum?
  • What is a 21st century education?
  • Role and value of a senior subject area in society
  • Australia's schooling structure - inclusive or exclusive?
  • Other topics as negotiated with Unit Coordinator


Your response to this task should aim to include research from the following:
· A range of authoritative sources appropriate and relevant to the topic area.
· Education authority websites - QCAA, EQ, ISQ, ACARA, CEO.
· Informal interviews with teachers, parents or students in the Senior Phase of Learning where appropriate.

Assessment Due Date Week 4 Monday (31-Jul-2017) 11:45 PM AEST
Return Date to Students Week 6 Monday (21-Aug-2017)
Weighting 50%
Assessment Criteria

N.B. The FULL Assessment Criteria grading sheet for Assessment Task 1 can be downloaded from the EDED 20488 Moodle site.

Criteria and descriptor

Topic proposal - clear and concise outline of the topic, argument and approach.

Inclusion of relevant information - recall of information pertaining to a contemporary issue in senior secondary schooling.

Application of information - synthesis of information relating to a contemporary issue in senior secondary schooling.

Structure - quality of the introduction, body and conclusion.

Argument - clarity and reasoning of argument throughout response.

Research - Accuracy of referencing and applicability of information sources utilised.

Presentation & language conventions - overall presentation of report and quality of written skills including language, grammar, terminology and formatting.

Referencing Style American Psychological Association (APA)
Submission Online

Please submit the task as one document with your name in the file name it is saved under.

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

1. Examine and discuss curriculum frameworks relevant to senior secondary schooling

4. Identify a range of current issues and initiatives in senior secondary school 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

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



2 Written Assessment

Assessment Title From Syllabus to Classroom: Planning in the Senior Years
Task Description

Task Rationale:
The task requires understanding of the senior syllabus and assessment requirements for your teaching area. Teachers must be able to construct unit overviews and assessment tasks that align with the school work-program and meet accreditation and endorsement requirements.

Task Description:
Currently senior teachers plan unit overviews from the approved school workprogram. Your task is to prepare a context unit overview and associated assessment tasks for a Year 11 or 12 school term (10 weeks) for your Authority subject or Authority registered subject. The context unit overview and assessment tasks must meet subject syllabus guidelines (e.g. order of units and assessment). Your unit overview should include: learning objectives, focus, key content and skills, resources, learning activities that ensure students have the requisite skills required for assessment tasks.

The task can be completed for either of your senior teaching areas or a Year 11 or 12 subject you are teaching. The task must be completed for a different senior subject to that chosen for assessment tasks in other GDLT units. If you have only one senior teaching area, you should chose either a different year level or term to plan for. Keep in mind that your submission for this unit must be significantly different to submissions for other units.

Your response should include:
Introduction (400 words) - Summary of subject, typical aspirations of students studying the subject, key issues and considerations when designing context unit overviews and assessment tasks.

Part A: Workprogram (500 words) - Obtain a workprogram for your senior subject area from the QCAA website. Identify the unit organisation, assessment plan, context unit, marking criteria and assessment. Critically evaluate the work program and discuss how it aligns, or otherwise, with QCAA syllabus requirements for approved school workprograms.

Part B: Context unit (maximum of 4 pages) - Design a unit overview for ONE term for your senior subject. The overview should include: focus, objectives, key questions, key learning experience outlines and resources. The format of the unit overview will vary depending on the syllabus. Use the template provided on the QCAA website as a starting point only; structure and headings should be changed to reflect your subject syllabus priorities.

Part C: Assessment tasks - Develop all assessment tasks specified for the term in the workprogram. Ensure the tasks meet syllabus requirements including: assessment number, type, conditions, other applicable syllabus requirements.

Part D: Student Profile (1 A4 page) - Using the workprogram develop a student profile for the assessment schedule. The profile records student progress, assessment types, conditions and applicable criteria. The profile should be presented in the format that would be used for Year 11 Monitoring or Year 12 Verification, and adhere to syllabus requirements.

Part E: Summation and Justification (600 words) - Justify the decisions made in preparing the context unit overview and assessment task/s through reference to authoritative literature and the relevant QCAA syllabus.

References: APA

Appendix: Submit a direct link to the QCAA workprogram you used to develop your unit and assessment.

Assessment Due Date Week 9 Monday (11-Sep-2017) 11:45 PM AEST
Return Date to Students Week 11 Monday (25-Sep-2017)
Weighting 50%
Assessment Criteria

N.B. The FULL Assessment Criteria grading sheet for Assessment Task 1 can be downloaded from the EDED 20488 Moodle site.

Criteria and descriptor

Structure and presentation - quality of the introduction, body and conclusion and overall presentation of task response.

Knowledge of curriculum and workprogram - evidence of understanding, application and evaluation of curriculum documents.

Context unit - evidence of conceptual framework from work-program and syllabus .

Assessment and student profile - evidence of conceptual framework from work-program and syllabus.

Summation and justification - explanation and justification of decisions made in the preparation/modification of the work-program components.

Language conventions & research - quality of written skills including language, grammar, terminology, formatting and referencing.

Referencing Style American Psychological Association (APA)
Submission Online

Please submit one document with your surname in the file name.

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

2. Apply knowledge of school work programs, study plans and Vocational Education and Training (VET) learning programs

3. Critically explore school-based assessment and moderation practices in senior secondary school contexts

5. Evaluate and critique syllabus and school work program development and implementation.

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

5. Self-management

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 course 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 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
Assessment Criteria

Satisfactory completion of the three requirements for Embedded Professional Learning:

  • Teaching and Learning - design, implementation, assessment and reporting of student learning experiences.
  • Building relationships - creation, support and maintenance of supportive learning environments.
  • Reflective practice - reflective practice and commitment to professional renewal.
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

2. Apply knowledge of school work programs, study plans and Vocational Education and Training (VET) learning programs

3. Critically explore school-based assessment and moderation practices in senior secondary school contexts

4. Identify a range of current issues and initiatives in senior secondary school 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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