CQUniversity Unit Profile
EDSE14002 Senior Years Learning and Teaching
Senior Years Learning and Teaching
All details in this unit profile for EDSE14002 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.
General Information

Overview

The focus of this unit is teaching and learning in the senior secondary school (Years 11 and 12). There is a specific focus on pedagogical approaches and thinking skills applicable for senior teaching areas. The influences on senior secondary school curriculum frameworks from key stakeholders are critically examined. You will also analysis and interpret subject curriculum documents in order to plan and implement effective units of work that utilise pedagogical approaches that develop the thinking skills and processes required for discipline teaching areas. Other areas examined include curriculum development, teaching and learning resources, teaching strategies, pedagogical approaches, assessment and school work programs relevant to the pre-service teacher’s discipline teaching areas. Critical use is made of information and communication technologies, curriculum and policy documents, higher order thinking strategies and appropriate content in order to design quality learning experiences that involve explicit teaching of the subject discipline area in the senior schooling context.

Details

Career Level: Undergraduate
Unit Level: Level 4
Credit Points: 12
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.25

Pre-requisites or Co-requisites

Pre-requisite - EDSE12021 Middle Years Learning and Teaching

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 1 - 2020

Online

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).

Class and Assessment Overview

Recommended Student Time Commitment

Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Presentation
Weighting: 50%
2. Written Assessment
Weighting: 50%

Assessment Grading

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 Policy for more details of interim results and final grades.

Previous Student Feedback

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 Moodle feedback

Feedback

Unit learning materials

Recommendation

Review materials to update in response to industry sector changes in Year 11 and 12 in Queensland.

Feedback from Moodle feedback

Feedback

Unit assessment tasks

Recommendation

Review submission due dates for both Task 1 and 2; consider Task 1 due in week 7 and Task 2 in week 12.

Feedback from Moodle feedback

Feedback

Feedback on milestone tasks

Recommendation

Include guidelines/checklist for tutor feedback on milestone tasks.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Examine and utilise curriculum frameworks applicable to subject areas in senior secondary schooling
  2. Outline the content, assessment and discipline requirements for a senior subject area
  3. Outline and justify specific teaching strategies, pedagogies, thinking approaches, processes and learning experiences for a senior subject area
  4. Critically select and justify the use of teaching and learning resources for senior secondary subjects
  5. Design and justify units of work and assessment instruments that promote learning, and match the needs of senior secondary school curriculum frameworks.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

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

3.6 Evaluate and improve teaching programs

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment - 50%
2 - Presentation - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5
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 - 50%
2 - Presentation - 50%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Reyna Zipf Unit Coordinator
r.zipf@cqu.edu.au
Schedule
Week 1 Begin Date: 09 Mar 2020

Module/Topic

Introduction to senior years learning and teaching

Chapter


Events and Submissions/Topic

Week 2 Begin Date: 16 Mar 2020

Module/Topic

School contexts and the curriculum

Chapter


Events and Submissions/Topic

Week 3 Begin Date: 23 Mar 2020

Module/Topic

Planning for learners in the senior years

Chapter


Events and Submissions/Topic

Week 4 Begin Date: 30 Mar 2020

Module/Topic

Meeting senior syllabus (curriculum and assessment) requirements

Chapter

Events and Submissions/Topic

Week 5 Begin Date: 06 Apr 2020

Module/Topic

Pedagogical content knowledge

Chapter

Events and Submissions/Topic

Vacation Week Begin Date: 13 Apr 2020

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 20 Apr 2020

Module/Topic

Designing teaching strategies - classroom practices

Chapter

Chapter 9

Events and Submissions/Topic

Week 7 Begin Date: 27 Apr 2020

Module/Topic

Designing teaching strategies - planning lessons

Chapter

Chapter 10

Events and Submissions/Topic

Week 8 Begin Date: 04 May 2020

Module/Topic

Designing teaching strategies - teaching and learning resources

Chapter

Events and Submissions/Topic

TASK 1: Short term planning for teaching and learning in the senior years Due: Week 8 Friday (8 May 2020) 12:00 am AEST
Week 9 Begin Date: 11 May 2020

Module/Topic

Designing units of work - higher order thinking

Chapter

Events and Submissions/Topic

Week 10 Begin Date: 18 May 2020

Module/Topic

Assessment in the senior years

Chapter

Chapter 11

Events and Submissions/Topic

Week 11 Begin Date: 25 May 2020

Module/Topic

Design of assessment tasks in the senior years

Chapter

Events and Submissions/Topic

Week 12 Begin Date: 01 Jun 2020

Module/Topic

Unit conclusion - putting it all together

Chapter

Chapter 12

Events and Submissions/Topic

TASK 2: Long term planning for teaching and learning in the senior years Due: Week 12 Friday (5 June 2020) 12:00 am AEST
Review/Exam Week Begin Date: 08 Jun 2020

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 15 Jun 2020

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Presentation

Assessment Title
TASK 1: Short term planning for teaching and learning in the senior years

Task Description

Task Description

Task rationale: Teachers use units of work, corresponding assessment task/s and pedagogical content knowledge to plan lessons that align with curriculum and assessment requirements in the senior years. This task enables you to demonstrate your ability to select relevant content, learning activities and resources to plan lessons for ONE of your senior teaching areas. Task 1 must be completed for a different senior teaching area to that used to complete Task 2.


Task Details: This task requires you to use the relevant Year 11/12 curriculum document to plan four exemplar lessons and record yourself teaching a 5 -10 minute segment of one of the lessons. The lessons can focus on any curriculum topics from Year 11 or 12, and do not need to be sequential or from the topic, unit or year level.  The lessons must address curriculum imperatives as outlined:

Lesson 1 - Numeracy and/or literacy strategies

Lesson 2 - ICTs to enhance learning opportunities and strategies available to support the safe, responsible and ethical use of ICTs

Lesson 3 - Pedagogical Content Knowledge

Lesson 4 - Higher order thinking questioning strategies

Task 1 comprises three components:

Component A - Milestone tasks 5%

Component B - Evidence of improvement in response to milestone feedback 5%

Component C - Final lesson plans, demonstration teaching segment, evidence of evaluation and improvement in response to feedback compiled into ONE media file presentation 40%

Component A - Comprises two milestone tasks which you will post on the relevant subject area discussion forum in weeks 3 and 6 respectively. You will receive feedback on these milestone tasks and should use this feedback to improve your task response. The two milestone tasks are:

Milestone 1 - Use the lesson plan template provided on the Moodle site to develop a lesson plan that could be used to teach a concept in your senior subject area. Ensure the lesson plan template contains specific detailed information and addresses one of the four curriculum imperatives. The lesson plan should focus on the content and pedagogy and should not include details concerned with classroom management/routines.

Due date to be posted - Friday of week 3

Milestone 2 - Record yourself teaching the first 5-10 minutes of the lesson posted in Milestone 1. Post the recording to the subject area discussion forum and invite feedback from two of your peers.

Due date to be posted - Friday of week 5

Component B - Comprises a table (or other presentation mode of your choice) demonstrating evidence of how feedback on Milestones 1 and 2 was used to improve the lesson and demonstration teaching segment, and inform the final four lesson plans and demonstration teaching segment that you submit as part of Component C.

Due date - Friday of week 8

Component C - You will use the four exemplar lesson plans, demonstration teaching segment and evidence of how feedback on Milestones 1 and 2 was used to improve lessons and demonstration teaching segment in a presentation you develop to showcase your ability to plan, enact, respond to feedback and justify pedagogical choices. The presentation mode suggested is a voice over ppt; however, other media presentation modes are acceptable.

In your presentation you will:

  • refer to the four exemplar lesson plans to demonstrate your ability to plan exemplar lessons that address numeracy and literacy, ICTs, differentiation for diverse learners and higher order questioning strategies
  • show the demonstration lesson segment to demonstrate your ability to enact planning documents
  • explain how you addressed feedback to demonstrate your ability to respond critically to feedback and improve teaching
  • justify the pedagogy and resource decisions you made in the construction of the exemplar lesson plans using scholarly sources to demonstrate your pedagogical content knowledge and knowledge of curriculum planning requirements.
Note: For the purposes of this task, a lesson is taken to be 70 minutes in length. Your planning should reflect this time frame.


Assessment Due Date

Week 8 Friday (8 May 2020) 12:00 am AEST


Return Date to Students

Week 10 Friday (22 May 2020)

Feedback will be provided on formative tasks throughout the term. Feedback on the final assessment response will be provided following moderation.


Weighting
50%

Assessment Criteria

  • Milestone tasks
  • Evidence of improvement in response to feedback
  • Knowledge and application of curriculum, pedagogy and assessment
  • Knowledge and application of literacy and numeracy strategies
  • Knowledge and application of ICTs
  • Knowledge and application of higher order thinking questioning strategies
  • Enactment of teaching plans
  • Justification of the pedagogy and resources selected for the four planned lessons
  • Language conventions and research


Referencing Style

Submission
Online

Submission Instructions
Submit as ONE file saved in the following format: SUBJECT AREA_Last name_First name_Task 1

Learning Outcomes Assessed
  • Examine and utilise curriculum frameworks applicable to subject areas in senior secondary schooling
  • Outline the content, assessment and discipline requirements for a senior subject area
  • Critically select and justify the use of teaching and learning resources for senior secondary subjects
  • Design and justify units of work and assessment instruments that promote learning, and match the needs of senior secondary school curriculum frameworks.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence

2 Written Assessment

Assessment Title
TASK 2: Long term planning for teaching and learning in the senior years

Task Description

Task rationale: Teachers require expert knowledge of the nature of discipline subjects and pedagogical content knowledge (PCK). The nature of a discipline refers to the content of a subject area and the way knowledge is created, verified and communicated. PCK is concerned with how to teach key concepts in the discipline. The task requires you to develop a unit of work for one school term in either Year 11 or 12 for ONE of your senior teaching areas. Completion of this task will enable you to demonstrate knowledge and understanding of curriculum, pedagogy, and assessment requirements for the senior teaching area.

Task overview: This task is to be completed for ONE of your senior teaching areas. The task contributes 50% to the overall grade for this unit. The task has THREE components.

Component A - Milestone tasks 5%

Component B - Evidence of improvement in response to milestone feedback 5%

Component C - Final unit of work and justification 40%

Component A - Comprises three milestone tasks which you will post on the relevant subject teaching area discussion forum in weeks 5, 7 and 9 respectively. You will receive feedback on these milestone tasks and use the feedback to further develop your unit of work for the term. The three milestone tasks are:

Milestone 1 - Use the Teaching, Learning and Assessment Plan template to develop the plan for the term you have chosen. The plan must include: unit description, unit objectives, assessment plan, and show how the notional hours, unit objectives and relevant subject matter for each objective will be organised over the 24 - 27 lessons that comprise the term. Plan the teaching around 8-9 weeks of 3 lessons per week, i.e., 24 - 27 lessons of 70-80 minutes duration. Build the detail in your unit of work by including the learning goals, key learning experiences and main teaching resource/s for each lesson in the unit of work. Consider what the key questions driving the learning for each lesson are and add in where applicable.

Suitable Teaching, Learning and Assessment templates are on Moodle in the Assessment block for Task 2.

Due date to be posted - Friday of Week 6.

Milestone 2 - Include the assessment for learning task/s for the unit of work into the relevant lessons and backward map the knowledge and skills required for the unit assessment into lessons in your unit to build in formative assessment opportunities. Identify the literacy and numeracy skills required for the unit and include strategies to develop these skills throughout the unit where relevant.

Due date to be posted - Friday of Week 9.

Component B - Comprises a table demonstrating evidence of how feedback on Milestones drafts was addressed in the final unit of work that you submit as part of Component C. A template titled 'Evidence of feedback application' is available on the Moodle site for you to populate. You should include the completed template as an appendix in Component C.

Due date - Friday of week 12

Component C - Comprises the full report which includes: title page; introduction; detailed unit of work for the term; scholarly justification of the planned unit, teaching strategies, student activities, resources, formative assessment strategies, strategies used to support the safe, responsible and ethical use of ICTs, and literacy and numeracy skills addressed that makes links to theory/research; reference list; Appendix 1 - Evidence of feedback application. Further explanation of how to write an introduction and a justification are provided on the Moodle site.

Due date - Friday of week 12



Assessment Due Date

Week 12 Friday (5 June 2020) 12:00 am AEST


Return Date to Students

Exam Week Friday (19 June 2020)

Feedback will be provided on formative tasks throughout the term. Feedback on the final assessment response will be provided following moderation and prior to the date for Certification of Grades for Term 1.


Weighting
50%

Assessment Criteria

Marking criteria

  • Milestone tasks
  • Content selection and organisation
  • Knowledge and understanding of curriculum, pedagogy and assessment planning requirements
  • Knowledge and understanding of curriculum objectives
  • Knowledge and understanding of pedagogy and resources
  • Knowledge and understanding of literary and numeracy strategies
  • Knowledge and understanding of ICTs
  • Knowledge and understanding of formative and summative assessment
  • Justification of curriculum and assessment
  • Justification of pedagogy and resources
  • Language conventions and research


Referencing Style

Submission
Online

Submission Instructions
Upload as ONE document in the following format: SUBJECT AREA_Last name_First name_Task 2

Learning Outcomes Assessed
  • Examine and utilise curriculum frameworks applicable to subject areas in senior secondary schooling
  • Outline the content, assessment and discipline requirements for a senior subject area
  • Outline and justify specific teaching strategies, pedagogies, thinking approaches, processes and learning experiences for a senior subject area


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence

Academic Integrity Statement

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?