EDED20487 - Learning and Pedagogy in Secondary
Term 2 - 2017


All details in this unit profile for EDED20487 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

This unit uses a contemporary research based pedagogical framework to enable the design and delivery of learning experiences that achieve student outcomes within secondary school contexts. Students should further develop knowledge and skills to design learning experiences that have learners extend, refine and use knowledge meaningfully. Students should be able to focus on complex reasoning processes and creating a meaningful context for learning within senior phase of learning subject areas. Using relevant sources of information including contemporary research, current policy, curriculum frameworks and syllabus documents to assist in the design of quality learning experiences are a core component of student?s developing knowledge and skills.

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
The resources provided on moodle helped with assessment tasks greatly. Unit Evaluation Continue to provide scaffolding for assessment tasks through the learning objects provided on moodle.
Having a weekly collaborate session effectively assisted with this course. Unit Evaluation Maintain weekly on-line sessions.
Assessment is authentic to a teaching context Unit Evaluation Maintain authentic style assessment.
The best aspect would be the knowledge gained through the completion of each topic and applying that knowledge in the classroom whilst on embedded practice and then applying this through the authentic assessment tasks. Unit Evaluation Maintain authentic style assessment which makes direct link between the theory of teaching to the practice of teaching.
On successful completion of this unit, you will be able to:
  1. Interpret relevant curriculum frameworks for secondary school contexts
  2. Design effective pedagogical strategies based on the selected senior phase of learning subject area syllabus material
  3. Use appropriate skills in designing learning experiences focusing on complex reasoning processes and how to use knowledge meaningfully
  4. Design and implement effective pedagogical practices in secondary school contexts using a range of teaching and learning strategies and resources.

Alignment of Assessment Tasks to Learning Outcomes

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

Textbook Information

There are no required textbooks. Note:

Students will need to access the relevant curriculum framework documents either from the QCAA or from the relevant State/Territory Board of Studies website. Please see the Moodle site for further information.

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 10-07-2017

Investigating your own Context

Week 2 17-07-2017

The Learner Context

Week 3 24-07-2017

Curriculum Context

Week 4 31-07-2017

Planning Context

Week 5 07-08-2017

Using Knowledge Meaningfully

Planning in Context Due Monday (07 Aug 17) 11:45 PM AEST
Vacation Week 14-08-2017
Week 6 21-08-2017

Extend and Refine Knowledge

Week 7 28-08-2017

Questioning Skills

Week 8 04-09-2017

Scaffolding and using Graphic Organisers

Week 9 11-09-2017

Micro-skills for Teaching

Week 10 18-09-2017
Hooking into Higher Order Thinking Due Monday (18 Sep 17) 09:00 AM AEST
Week 11 25-09-2017
Week 12 02-10-2017
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

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 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 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 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 Planning in Context
Task Description

This task has four parts:

Part A

Through a reflective personal statement, you will be required to reflect on your own attitudes and perceptions towards learning and teaching (500 words);

Part B

You are to identify aspects of a learner cohort that you will be working with through a 1000 word maximum cohort description;

Part C

Design a unit of work for a Year 11 or Year 12 class based on the relevant Senior Syllabus documents and provide four examples of resources and associated teaching strategies taking into account the specific learner cohort;

Part D

You are to write a 500 word concluding statement reflecting on how your learning style, attitudes and perceptions (Part A) affects the way you engage your learners (Part B) to design effective pedagogies (Part C). Your statement should consider how these aspects impact learning and teaching processes and how these then impact student learning.

NOTE: The class/teaching area you focus on should be different to the one you are using for the unit EDED20488 Curriculum in Senior Secondary.

Please see the Moodle site for an elaboration on this task description and specific submission requirements.

Assessment Due Date Week 5 Monday (07-Aug-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
  • Understanding of learning and teaching through personal reflection (Part A) 10 marks
  • Demonstration of processes and skills important to the creation of effective cohort description and identification of implications for teaching (Part B) 10 marks
  • Application of professional knowledge to enhance teaching and learning through the development of unit plan and associated learning resources for the senior learning environment (Part C) 10 marks
  • Understanding of the aspects that impact on the learning and teaching process and how these impact student learning (Part D) 10 marks
  • Use of written communication conventions 10 marks

The full rubric for this assessment task can be downloaded from the Moodle site for this unit.

Referencing Style American Psychological Association (APA)
Submission Online

One .doc or .docx file to be uploaded with the file name as: firstname_lastname_EDED20487_AT_1

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

1. Interpret relevant curriculum frameworks for secondary school contexts

2. Design effective pedagogical strategies based on the selected senior phase of learning subject area syllabus material

3. Use appropriate skills in designing learning experiences focusing on complex reasoning processes and how to use knowledge meaningfully



2 Written Assessment

Assessment Title Hooking into Higher Order Thinking
Task Description

Design two lesson plans

Your task is to design two lesson plans for students to engage in one teaching area for a Year 11 or 12 class that demonstrate the teaching of higher order thinking using one complex reasoning process (CRP).

There should be evidence of using curriculum from the relevant Senior Syllabus document.

You must submit any resources needed to implement these lesson plans (including any handouts, worksheets and so forth).

You must include at least one graphic organiser to scaffold the learning that is used in one of the lessons.

Critical Deconstruction (1000 words maximum)

Once you have designed the lesson plans, you are to provide a critical deconstruction focusing on how you have infused higher order thinking into your classroom practice across the two lessons.

NOTE: Please see the Moodle site for an elaboration on this task description.

Your lesson plans must adhere to the CQUniversity lesson plan template (available through the Moodle site for this unit).

Assessment Due Date Week 10 Monday (18-Sep-2017) 09:00 AM 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
  • Knowledge and understanding of planning, questioning and creating scaffolding/resources to promote higher order thinking 10 marks
  • Knowledge and understanding of specific Complex Reasoning Processes and utilises strategies to effectively teach higher order thinking 10 marks
  • Knowledge and application of skills and processes in the design of pedagogy 10 marks
  • Selection of resources to suit the learning context and incorporates relevant teaching strategies 10 marks
  • Use of written communication conventions 10 marks

The full rubric for this assessment task can be downloaded from the Moodle site for this unit.

Referencing Style American Psychological Association (APA)
Submission Online

One .doc or .docx file to be uploaded with the file name as: firstname_lastname_EDED20487_AT_2

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

1. Interpret relevant curriculum frameworks for secondary school contexts

2. Design effective pedagogical strategies based on the selected senior phase of learning subject area syllabus material

3. Use appropriate skills in designing learning experiences focusing on complex reasoning processes and how to use knowledge meaningfully

4. Design and implement effective pedagogical practices in secondary school contexts using a range of teaching and learning strategies and resources.



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 reporting pages will be returned to the pre-service teacher once the University Coordinator has signed the various reports
Weighting Pass/Fail
Referencing Style American Psychological Association (APA)
Submission Hard copy

The EPL reporting pages must be returned the university upon completion of the EPL.




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