Overview
In this unit, you will focus on the implementation and application of the relevant junior secondary curriculum during a 15 day block placement in a secondary school. Through the design of effective teaching and learning, which uses appropriate content knowledge and teaching strategies, you will demonstrate a comprehensive understanding of your curriculum areas. You will apply this understanding of the curriculum framework to your teaching practices. During this professional experience placement, you will take an active role in self-evaluation processes and actively seek constructive feedback to improve your practice. Furthermore, you will be required to respond to identified learning needs to improve student learning outcomes. You will use the Australian Professional Standards for Teachers (Graduate Career Stage) as the basis for monitoring and documenting your professional learning and practice, in addition to setting your own professional learning goals. This effective application of curriculum will be demonstrated as you select and evaluate evidence of your practice in the professional e-portfolio.
Details
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 are permitted to enrol in this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2022
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).
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 Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 from Student feedback UC self-reflection
Communication - Implications of utilising two forums: Q & A and Teams
Use either Teams or Q&A only.
Feedback from Student Feedback
Content Structure
Shift the focus on classroom management to later in the unit so this is closer to placement when this knowledge is applied.
- Plan effective learning sequences using appropriate content knowledge
- Plan effective learning sequences using knowledge of student learning to promote engagement
- Use curriculum, assessment and reporting knowledge to design learning sequences
- Apply knowledge and understanding of the concepts, substance and structure of the content and teaching strategies appropriate to the teaching area and curriculum framework
- Reflect critically on professional practice outlining strengths and professional challenges
- Apply constructive feedback to improve professional practice and student learning outcomes
- Use the Australian Professional Standards for Teachers to monitor learning and improve professional practice in response to feedback, self-evaluation and reflection.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
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
2.5 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
3.3 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 - 0% | |||||||
| 2 - Professional Practice Placement - 0% | |||||||
| 3 - Portfolio - 0% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| 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 | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 0% | ||||||||||
| 2 - Professional Practice Placement - 0% | ||||||||||
| 3 - Portfolio - 0% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
b.kitt@cqu.edu.au
Module/Topic
The secondary school curriculum context: Junior Secondary
Chapter
Required:
Pendergast. (2015). Moving Year 7 to secondary, the Junior Secondary initiative and the 6 Guiding Principles : reforming middle years teaching and learning in schools in Queensland. Journal of the Home Economics Institute of Australia, 22(1), 10–18.
Recommended:
Smith. (2012). Jump start into junior secondary. Australian Journal of Middle Schooling, 12(2), 46–51.
Events and Submissions/Topic
Module/Topic
Planning for Middle Years learners (Part 1)
Chapter
Required:
Bahr, N (2017). The Adolescent Learner. In Main, K., Pendergast, D., & Bahr, N. (Eds.). (2017). Teaching middle years : rethinking curriculum, pedagogy and assessment (Third edition.). Allen & Unwin.
Recommended:
Molyneux, & Godinho, S. (2012). This is my thing!: Middle years students’ engagement and learning using digital resources. Australasian Journal of Educational Technology, 28(8), 1466–1486. https://doi.org/10.14742/ajet.782
Stevens, Hunter, L., Pendergast, D., Carrington, V., Bahr, N., Kapitzke, C., & Mitchell, J. (2007). Reconceptualizing the possible narratives of adolescence. Australian Educational Researcher, 34(2), 107–127. https://doi.org/10.1007/BF03216860
Events and Submissions/Topic
Module/Topic
Planning for Middle Years learners (Part 2)
Chapter
Events and Submissions/Topic
Module/Topic
Using knowledge of learners to plan for quality learning:
Diversity in the Middle Years classroom
Chapter
Required:
Mills, Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: from policy to classroom. Oxford Review of Education, 40(3), 331–348. https://doi.org/10.1080/03054985.2014.911725
Gibbs, & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109, 101799–. https://doi.org/10.1016/j.ijer.2021.101799
Recommended:
Brown, Heck, D., Pendergast, D., & Kanasa, H. (2014). Middle years teachers’ conceptions and adaptive responses to student diversity in the culture of schooling. Australian Journal of Middle Schooling, 14(1), 4–15.
Events and Submissions/Topic
Module/Topic
Using knowledge of learners to plan for quality learning:
Addressing issues for Middle Years learners
Chapter
Required:
Sullivan, Mornane, A., Prain, V., Campbell, C., Deed, C., Drane, S., Faulkner, M., McDonough, A., & Smith, C. (2009). Junior secondary students’ perceptions of influences on their engagement with schooling. The Australian Journal of Education, 53(2), 176–191. https://doi.org/10.1177/000494410905300206
Recommended:
McDonald. T., (2019). Re-engaging the disengaged learner. In McDonald. T., (2019) Classroom Management eBook : Engaging Students in Learning. (3rd ed.). OUPANZ.
Pascoe, Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Hegazy, & Barton, G. (2017). Formative assessment in the middle years : A review of literature and alignment with the Guiding Principles for Junior Secondary. Australian Journal of Middle Schooling, 17(2), 6–19.
Events and Submissions/Topic
AT1 Peer Presentations: To be presented in the scheduled Week 5 tutorial.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Classroom management and models of discipline
Chapter
Required:
McDonald. T., (2019). Re-engaging the disengaged learner (ch.6). In McDonald. T. (2019) Classroom Management eBook : Engaging Students in Learning. (3rd ed.). OUPANZ.
Events and Submissions/Topic
Summative Assessment 1 Due: Friday 26th August 2022, 11:45pm.
Written Assessment Due: Week 6 Friday (26 Aug 2022) 11:45 pm AEST
Module/Topic
Proactive Classroom Management
Chapter
Required:
Hepburn, Beamish, W., & Alston-Knox, C. L. (2021). Classroom management practices commonly used by secondary school teachers: results from a Queensland survey. Australian Educational Researcher, 48(3), 485–505. https://doi.org/10.1007/s13384-020-00402-y
Recommended:
Groundwater-Smith. S. (2015), Managing the classroom learning environment. In Teaching : challenges & dilemmas (Ewing & R. Le Cornu, Eds.; 5th edition.). Cengage Learning Australia, pp 268-292
Hepburn, & Beamish, W. (2020). Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland. Improving Schools, 23(1), 33–46. https://doi.org/10.1177/1365480219886148
Events and Submissions/Topic
Module/Topic
Using knowledge to develop a classroom management plan
Chapter
Required:
Girardet.C. (2018). Why do some teachers change and others don’t? A review of studies about factors influencing in‐service and pre‐service teachers’ change in classroom management. Review of Education (Oxford), 6(1), 3–36. https://doi.org/10.1002/rev3.3104
Events and Submissions/Topic
Module/Topic
Revising lesson planning and teaching strategies: engaging Middle Years' learners
Chapter
Required:
Butt. G. (2008). Wider Aspects of Lesson Planning. In Butt, G. (2008), Lesson planning (3rd ed.). Continuum, pp 60-68
Howell. J (2014). The principles of effective teaching. In Howell (2014), Teaching & learning : building effective pedagogies. Oxford University Press. pp. 342-345
Events and Submissions/Topic
Module/Topic
Revising lesson planning and teaching strategies: engaging Middle Years' learners continued.
Chapter
Required:
Hilton, A., & Hilton, G. (2017). Higher order thinking. Teaching Middle Years: Rethinking curriculum, pedagogy, and assessment. In Main, K., Pendergast, D., & Bahr, N. (Eds.). (2017). Teaching middle years : rethinking curriculum, pedagogy and assessment (Third edition.). Allen & Unwin, pp. 223-242
Recommended:
Grant-Skiba, & Orwa, J. O. (2018). Raising Lazarus : Creative teaching and learning strategies to engage middle high school students. Literacy Learning, 26(1), i–viii.
Harris, & de Bruin, L. (2017). STEAM education : Fostering creativity in and beyond secondary schools. Australian Art Education, 38(1), 54–75.
Events and Submissions/Topic
Module/Topic
Professional standards and personal reflection
Chapter
Killen. R., (2016). Becoming an Reflective teacher. In Effective teaching strategies : lessons from research and practice (Seventh edition.). Cengage Learning.
Events and Submissions/Topic
Module/Topic
Professional standards and personal reflection continued.
Chapter
No additional readings this week.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Part A
You are to design a detailed lesson plan for Year 7, 8 or 9 in the teaching area that is the focus of your forthcoming Professional Placement 2. The lesson plan, with 2 associated resources, will demonstrate a relevant content descriptor(s) from the Australian Curriculum in your teaching area. The detailed lesson will be designed for one of the profiled class data sets for Years 7, 8 or 9. You are to present your lesson plan to your peers during your scheduled week 5 tutorial, and you will reflect on peer feedback when finalising the design of your lesson plan and resources.The lesson plan must have the following characteristics:
1. It will reflect the intentions of the curriculum and will allow students to work towards demonstrating at least one relevant content descriptor from the Australian Curriculum in the teaching area.
2. It will include the design and use of 2 resources that reflects curriculum assessment and reporting knowledge. One of these resources must be an ICT resource.
3. It will include a range of teaching strategies that are appropriate to the teaching area, support inclusion and engagement, and effectively scaffolds the use of the 2 resources to assist students to meet the content descriptor(s).
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.
You will submit online via Moodle at the end of week 6 (Friday 26th August):·
· 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 presentation table (in Part B).
· A copy of the class profile you selected.
Part B
Your lesson plan is to be shared with your peers during your scheduled tutorials in week 5.
During your presentation you will explicitly describe your lesson idea and your planning processes. Use the table on Moodle (accessed via the Assessment Resources tile) to guide your preparation for the presentation. The table can be completed in dot point from. The Part B table section has a word length of 500 words. The completed Part B table will be used to guide the marking of the written component in Part A and must be submitted online at the end of Week 6.
You will be required to provide feedback for your peers during the tutorial presentations.
Week 6 Friday (26 Aug 2022) 11:45 pm AEST
Presentation of lesson plan during Week 5 tutorials. Written component is to be submitted online for assessment at the end of Week 6.
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.
1. Plan, and apply constructive feedback, to design effective learning sequences appropriate to the teaching area.
2. Use knowledge of student learning and teaching strategies to promote student engagement and inclusion.
3. Apply knowledge and understanding of the pedagogies, concepts, and substance and structure of the content, appropriate to the teaching area and curriculum framework.
4. Use curriculum, assessment and reporting knowledge to design a range of resources, including ICT, to engage students in their learning.
5. Personal and academic literacy.
- Plan effective learning sequences using appropriate content knowledge
- Plan effective learning sequences using knowledge of student learning to promote engagement
- Use curriculum, assessment and reporting knowledge to design learning sequences
- Apply knowledge and understanding of the concepts, substance and structure of the content and teaching strategies appropriate to the teaching area and curriculum framework
- Apply constructive feedback to improve professional practice and student learning outcomes
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
2 Professional Practice Placement
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:
- 15 day assessable block (10th - 28th October 2022).
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 assessable block 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 one 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.
The final report will be signed and submitted by the Supervising Teacher and Pre-Service Teacher upon practicum completion Friday 28/10/2022 as per the Professional Practice Calendar (unless a variation of dates has been approved).
The final report will be signed by the University Coordinator after signatures from the Supervising Teacher and Pre-Service Teacher are complete.
As per the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.
- Plan effective learning sequences using appropriate content knowledge
- Plan effective learning sequences using knowledge of student learning to promote engagement
- Use curriculum, assessment and reporting knowledge to design learning sequences
- Apply knowledge and understanding of the concepts, substance and structure of the content and teaching strategies appropriate to the teaching area and curriculum framework
- Reflect critically on professional practice outlining strengths and professional challenges
- Apply constructive feedback to improve professional practice and student learning outcomes
- Use the Australian Professional Standards for Teachers to monitor learning and improve professional practice in response to feedback, self-evaluation and reflection.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Cross Cultural Competence
- Ethical practice
3 Portfolio
This task will further develop the learnings from the 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. For most students (unless a variation of dates for PP2 has been approved by the Professional Experience Office) the AT3 Portfolio submission due date is: Friday November 4th 2022, 11:45pm.
The focus for the 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 15 day assessable block placement in planning and implementing a sequence of lessons in one of your two focus classes.
Part A: Artefacts from a sequence of lessons
From the artefacts you prepared for this sequence of lessons, add to your 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 might not constitute the full range of lessons used to prepare the task).
b) The range of resources that you produced to use in the three lessons.
c) Your own evaluations of the implemented lessons (these will include annotations and notes recorded after the lesson).
d) Copies of classroom observations for these lessons completed by the supervising teacher.
e) A sample of student profiles and a copy of the classroom management plan.
f) Samples of student work that provide evidence of how you scaffolded students’ knowledge and understanding.
Note: You must ensure that all details of the learners and the school are removed, therefore, learner profiles and work samples must be de-identified prior to submission.
PART B: Evaluation
Referring to the artefacts you have included in your Portfolio, 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 Professional Standards.
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? Provide specific examples 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.
The Portfolio is to be uploaded as a word document by the submission due date.
Submission due: Friday November 4th 2022 11:45pm (within one week of completing the 15 day assessable block placement). If a variation of dates for PP2 is approved by the Professional Experience Office, submission will be due within one week of completing the scheduled 15 day assessable block placement.
Feedback on the final assessment task will be provided following moderation.
1. Identify and plan professional learning needs to implement effective classroom teaching and learning
2. Engage in professional learning, and with colleagues, to evaluate and improve teaching practice and classroom management
3. Apply knowledge of curriculum demands, characteristics of learners, resources and appropriate pedagogies to impact student learning
4. Personal and academic literacy
- Reflect critically on professional practice outlining strengths and professional challenges
- Apply constructive feedback to improve professional practice and student learning outcomes
- Use the Australian Professional Standards for Teachers to monitor learning and improve professional practice in response to feedback, self-evaluation and reflection.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
