In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.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, you will develop knowledge and understanding of approaches to differentiation that support engagement and learning for students across a full range of ability levels. You will examine the relationship between formative assessment and differentiated instruction and use data on students’ current knowledge and skills in relation to planned summative assessment to foster curriculum relevance and support the success and achievement of all students. You will demonstrate expert content knowledge and pedagogical content knowledge in your area of specialisation as you design learning sequences and select resources and teaching strategies that make the key concepts and substance of the curriculum accessible to learners across the full range of abilities. You will apply this knowledge to demonstrate effective classroom practice in your area of specialisation and other relevant curriculum areas during a 20-day continuous block placement in a school setting. You will complete the placement under the mentorship of a supervising teacher in your teaching practice setting and demonstrate your teaching practice through set tasks outlined in the Information and Guidelines for the Supervision of Pre-service Teachers booklet for this placement. Following the placement, you will evaluate the impact of your planning, teaching and assessment practices on student learning through the analysis of selected artefacts from your coursework and/or placement with a particular emphasis on how your content knowledge and pedagogical content knowledge contribute to your ability to respond to the needs, characteristics and backgrounds of diverse groups of students including students with disability and Aboriginal and Torres Strait Islander backgrounds.
Details
Pre-requisites or Co-requisites
Pre-requisites: For CL05 Master of Teaching (Secondary) students: EDFE20035 Professional Praxis 2: Supportive Learning Environments and EDSE20021 Senior Secondary Curriculum, Pedagogy and Assessment For CC45 Master of Teaching (Primary) students: EDFE20035 Professional Praxis 2: Supportive Learning Environments For CM43 Master of Teaching (Early Childhood) students: EDFE20035 Professional Praxis 2: Supportive Learning Environments
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 3 - 2025
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 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 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 Evaluation
Task descriptors
To review task descriptors to ensure expectations are clear
- Plan and teach learning sequences using curriculum, content knowledge and pedagogical content knowledge to make learning accessible to students across the full range of abilities
- Plan for, collect and interpret student data using assessment strategies and recording formats that provide a focus for giving feedback and monitoring and reporting on students’ progress and achievement
- Identify differentiation strategies and teaching approaches that cater for the learning needs and characteristics of diverse groups of students including students with disability and Aboriginal and Torres Strait Islander backgrounds
- Apply preventative, supportive and corrective management strategies to create and maintain a safe, supportive learning environment
- Apply the relevant ethical and legislative requirements and applicable codes of ethics to teaching practice
- Evaluate the impact of planned and enacted teaching on the learning and participation of students across the full range of abilities
- Use the Australian Professional Standards for Teachers to monitor professional learning, identify appropriate sources of further learning, and improve professional practice in response to feedback, self-evaluation and reflection.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students*
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability*
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
3.6 Evaluate and improve teaching programs
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
5.5 Report on student achievement
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
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.4 Engage with professional teaching networks and broader communities
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 - Knowledge | |||||||
| 2 - Communication | |||||||
| 3 - Cognitive, technical and creative skills | |||||||
| 4 - Research | |||||||
| 5 - Self-management | |||||||
| 6 - Ethical and Professional Responsibility | |||||||
| 7 - Leadership | |||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||||