EDFE12043 - Professional Practice 2 (Secondary) - Application of Curriculum
Term 2 - 2017


All details in this unit profile for EDFE12043 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

In this unit, pre-service teachers focus on the implementation and application of the relevant junior secondary curriculum during a twenty day placement in a secondary school, comprising 10 day visits (5 contextual days and 5 assessable days) and a 10 day block placement at the end of the term. Through the design of effective learning that uses appropriate content knowledge and a range of teaching strategies, pre-service teachers will demonstrate their understanding of the concepts, substance and structure of their teaching areas by linking teaching practice to the relevant curriculum framework. During this professional experience placement, pre-service teachers will take an active role in self-evaluation processes and actively seek constructive feedback to improve their practice and respond to identified learning needs to improve student learning outcomes. Pre-service teachers will use the Australian Professional Standards for Teachers (Graduate Career Stage) as the basis for monitoring and documenting their professional learning and practice as well as setting their own professional learning goals. This will be demonstrated through selecting and evaluating evidence of their practice that demonstrates the relevant focus areas of the Australian Professional Standards for Teachers to add to their e.portfolios.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite:- EDFE11038 plus students must have successfully completed a minimum of two units per Discipline Teaching Area to be eligible to enrol in this unit.

Only students enrolled in CC13 and CQ11 are permitted 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
  • Bundaberg
  • Mixed Mode
  • Mackay
  • Noosa
  • 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 Undergraduate 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. Professional Practice Placement Pass/Fail
3. 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
Delay in notifying students of placement schools Student evaluation Make placement information available to the Unit Coordinator early so the students are updated and information is current.
On successful completion of this unit, you will be able to:
  1. Plan effective learning sequences using appropriate content knolwedge.
  2. Plan effective learning sequences using knowledge of student learning to promote engagement.
  3. Use curriculum, assessment and reporting knowledge to design learning sequences.
  4. Apply knowledge and understanding of the concepts, substance and structure of the content and teaching strategies appropriate to the teaching area and curriculum framework.
  5. Reflect critically on professional practice outlining strengths and professinal challenges.
  6. Apply constructive feedback to improve professional practice and student learning outcomes.
  7. Use the Australian Professional Standards for Teachers to monitor learning and improve professional practice in reponse to feedback, self-evaluation and reflection.

Australian Professional Standards for Teachers (Graduate Level) demonstrated:

Students will have opportunities to demonstrate the following aspects of the Australian Professional Standards during the twenty-five day placement.

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective classroom communication

4.1 Support student participation

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice

7.1 Meet professional ethics and responsibilities

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment    
2 - Professional Practice Placement
3 - Portfolio        

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
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 - Professional Practice Placement
3 - Portfolio  

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 CoordinatorBree Kitt (b.kitt@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

The secondary school curriculum context - focus on the Junior Secondary curriculum

Week 2 17-07-2017

Planning for Middle Years learners

Week 3 24-07-2017

Planning for Middle Years learners

Week 4 31-07-2017

Using knowledge of learners to plan for quality learning - diversity in the Middle Years classroom

Week 5 07-08-2017

Using knowledge of learners to plan for quality learning - issues for Middle Years learners

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

Classroom management and models of discipline

Application of Curriculum Due Friday (25 Aug 17) 11:00 PM AEST
Week 7 28-08-2017

Classroom management and models of discipline

Week 8 04-09-2017

The language of correction and managing problems behaviours

Week 9 11-09-2017

Revising lesson planning and teaching strategies - engaging Middle Years' learners

Week 10 18-09-2017

Revising lesson planning and teaching strategies - engaging Middle Years' learners

Week 11 25-09-2017

Professional standards and personal reflection

Week 12 02-10-2017

Professional standards and personal reflection - planning for the block

Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Application of Curriculum
Task Description

Part A

You are to design a lesson plan with 2 associated resources to demonstrate a relevant content descriptor from the Australian Curriculum. You are to present your lesson plan to your peers during your week 6 tutorial and receive feedback.

Consult with your mentor teacher to identify a lesson that you will deliver at some stage during PP2 (during the assessable days or the block). The lesson will be designed for one of the two classes you will be assigned to teach during the block.

Design a detailed lesson plan that is specific to this class.

The lesson plan must have the following characteristics:

1. It will allow students to work towards demonstrating a relevant content descriptor from the Australian Curriculum in your teaching area.

2. It will include the use of 2 resources. One of these must be an ICT resource.

3. It will include a range of teaching strategies that scaffold the use of the 2 resources to assist students to meet the content descriptor.

4. It will specifically describe how the resources will be used to meet the needs of identified diverse learners to assist them to achieve the outcomes of the lesson.

5. It will provide sufficient detail that it could be used by another teacher.

What you will submit via Moodle at the end of week 6:

· A cover page

· The detailed lesson plan with all aspects of the plan complete.

· The 2 resources. If the ICT resource is web-based you must include the link to the resource.

· The profile of the class*.

Part B

Your lesson plan is to be shared with your peers during the Professional Practice on-campus classes or the Collaborate tutorial in week 6. It will need to be sent to your tutor ahead of the tutorial so that it may be displayed electronically for your peers.

During your presentation you will describe your planning processes explicitly. Use the table on Moodle (task specifications section) to guide your preparation for the presentation – this can be done in dot points (no more than 500 words). It will be submitted to your tutor at the end of your presentation and will be used to guide the marking of the written component.

You will be required to provide written feedback for your peers during the tutorial presentations.

* You are required to begin profiling the students in your two assigned classes from the third of your contextual days. Focus on profiling the class for this assignment first, given you need to submit the profile as part of the assignment at the end of week 6.

Assessment Due Date Week 6 Friday (25-Aug-2017) 11:00 PM AEST
Presentation of lesson plan during Week 6 tutorials. Written component uploaded to Moodle by end of Week 6.
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

  1. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
  2. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
  3. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Conditions Minimum mark or grade - Students must pass this task to be eligible to complete their block placement.
Referencing Style American Psychological Association (APA)
Submission Online

Written assessment will be uploaded via Moodle. Planning table will be submitted during presentation in tutorial.

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

1. Plan effective learning sequences using appropriate content knolwedge.

2. Plan effective learning sequences using knowledge of student learning to promote engagement.

3. Use curriculum, assessment and reporting knowledge to design learning sequences.

4. Apply knowledge and understanding of the concepts, substance and structure of the content and teaching strategies appropriate to the teaching area and curriculum framework.

6. Apply constructive feedback to improve professional practice and student learning outcomes.

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

7. Cross Cultural Competence

8. Ethical practice



2 Professional Practice Placement

Assessment Title In School Professional Experience
Task Description

Undertake a supervised placement in a secondary school setting as detailed below and complete all tasks outlined in the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet. The placement will be organised by the relevant University Professional Practice staff member on each campus and consist of:

  • 5 contextual (work experience) days during University term 2 (school term 3)
  • 5 assessable weekly visits (5 days) (school term 3)
  • 2 x 1 week (10 day) assessable block placement (school term 4)

During the block placements, pre-service teachers are expected to build on their level of engagement in the day-to-day organisation and management of teaching and learning.

There are weekly tutorials conducted during weeks 1-12. Attendance is required at 80% of the scheduled classes. Failure to attend may result in discontinuation through to the block placement component of the placement.

An up-to-date working portfolio must be maintained throughout the placement to record all planning, teaching, assessment, evaluation and reflection undertaken. Daily critical reflection should focus on new professional learning in relation to the teacher's professional role and responsibilities; discipline-specific teaching and learning strategies and classroom practices; and identify links to the Australian Professional Standards for Teachers (Graduate Career Stage). At the end of Week 1 of the block placement students should synthesise feedback and self-evaluation to construct a detailed plan for professional development through the remainder of the placement. This plan must be submitted to the supervising teacher for feedback and negotiation of the student's professional learning experiences for the remainder of the placement.

Assessment for this task will be completed by supervising teachers using the formats for reporting included in the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.

Full details of specific tasks for this placement are outlined in the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.

Assessment Due Date As per Professional Practice Calendar
Return Date to Students The booklet is returned to the Pre-Service Teacher once signed by the University Coordinator.
Weighting Pass/Fail
Assessment Criteria

As per the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.

Conditions Minimum mark or grade - Pass/Fail
Referencing Style American Psychological Association (APA)
Submission Hard copy

Submission to supervising teacher and University coordinator.

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

1. Plan effective learning sequences using appropriate content knolwedge.

2. Plan effective learning sequences using knowledge of student learning to promote engagement.

3. Use curriculum, assessment and reporting knowledge to design learning sequences.

4. Apply knowledge and understanding of the concepts, substance and structure of the content and teaching strategies appropriate to the teaching area and curriculum framework.

5. Reflect critically on professional practice outlining strengths and professinal challenges.

6. Apply constructive feedback to improve professional practice and student learning outcomes.

7. Use the Australian Professional Standards for Teachers to monitor learning and improve professional practice in reponse to feedback, self-evaluation and reflection.

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

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



3 Portfolio

Assessment Title e.portfolio
Task Description

This task will further develop the e.portfolio you began in Professional Practice 1.

This assessment is to be submitted no later than one week after the conclusion of your placement for Professional Practice 2. You will upload the link to your e.portfolio on Moodle so that it can be graded by your lecturer.

The focus for the e.portfolio for PP2 is on the work you have done in this unit and in the classroom, and your development of the skills and knowledge featured in Australian Professional Standards for Teachers (Standards 2 and 3). Standard 2 refers to how you demonstrate that you know the content and how to use it, while Standard 3 focuses on your understanding of the roles and responsibilities of teachers in planning for an implementing effective learning and teaching.

You are going to reflect on the work you did in your block placement in planning and implementing a sequence of lessons in one of your two focus classes.

Part A

From the artefacts you prepared for this sequence of lessons add to your e.portfolio the following:

a) A copy of at least 3 sequential lessons that you planned and implemented in one class. Choose lessons that scaffolded knowledge and understanding students needed to demonstrate their learning either in a formative task, or in a final summative task (these 3 lessons will not constitute the full range of lessons used to prepare the task).

b) Your own evaluations of the implemented lessons (these will include annotations and notes recorded after the lesson).

c) The range of resources that you produced to use in the three lessons.

d) A sample of student profiles and a copy of the classroom management plan.

e) Copies of classroom observations completed by your supervising teacher.

f) Samples of student work that provide evidence of how you scaffolded students’ knowledge and understanding.

Referring to the artefacts you have included in your eportfolio, write an evaluation of your teaching practice. Make explicit links between the evidence of your practice as shown in your portfolio and your engagement with specific descriptors from Standards 2 and 3.

Your evaluation should be approximately 1000 words in length and should include reflection on the following questions:

· How did your understanding of the curriculum demands of your teaching area determine the types of teaching strategies you employed in your classroom?

· How did your understanding of the nature and characteristics of middle phase learners influence the approaches you took to classroom management? In turn, how did your classroom management techniques influence your pedagogy? Use the profile and the classroom management plan as evidence in your discussion. Describe the model/s of discipline that most informed your work.

· How did you go about planning to meet the needs of diverse learners in your classroom? How did you identify their needs, and then adjust your teaching strategies and resources to suit?

· What impact did you have on student achievement during your block placement? Discuss how your selection of curriculum and teaching strategies has made an impact on student achievement.

· How did your lesson evaluations and supervising teacher feedback influence your planning of subsequent lessons? Give a specific example of how you improved your practice during PP2.

· Describe the growth that has occurred in your practice from PP1 to PP2 and identify at least 3 goals for future teaching practicums in relation to each of Standards 2 and 3.

Assessment Due Date Within one week of completing the block placement (by Friday 3rd November, 2017).
Return Date to Students Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
Weighting 50%
Assessment Criteria

1. Identify and plan professional learning needs

2. Engage in professional learning and improve practice

3. Engage with colleagues and improve practice

Referencing Style American Psychological Association (APA)
Submission Online

Link provided to campus tutor for viewing.

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

5. Reflect critically on professional practice outlining strengths and professinal challenges.

6. Apply constructive feedback to improve professional practice and student learning outcomes.

7. Use the Australian Professional Standards for Teachers to monitor learning and improve professional practice in reponse to feedback, self-evaluation and reflection.

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

7. Cross Cultural Competence

8. Ethical practice




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