EDED12448 - Service Learning - Contexts and Communities

General Information

Unit Synopsis

Service Learning challenges you to reflect on and understand the principles of equity and social justice that underpin contemporary social policy through active participation in a sustained period of service to communities characterised by diversity and disadvantage. The unit uses inquiry-based instruction methods and experiential learning to promote your understanding of the concept of "hidden curriculum" and the social, economic and environmental injustices and personal biases that affect your own teaching practice and implementation of the curriculum in diverse classroom settings. You will engage in action research to investigate, identify and collaborate in partnership with community organisations that have the potential for promoting understanding of the social realities of communities, families and students in primary school settings. You will actively participate in service appropriate to your level of skill development. and reflect on your experiences; your own previous understandings of teaching and learning; and your preconceived notions about students from diverse socioeconomic and cultural backgrounds. Through personal critique and evaluation of the service learning experience, pre-service teachers are equipped with strategies for involving parents and communities in the educative process and are positioned to acknowledge, appreciate and respond to the "funds of knowledge" and diverse characteristics that students bring to educational settings.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 3 - 2024 Profile
Mixed Mode
Term 3 - 2025 Profile
Mixed Mode

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Professional Practice Placement 0%
3. Practical and Written Assessment 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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 3 - 2023 : The overall satisfaction for students in the last offering of this course was 60.00% (`Agree` and `Strongly Agree` responses), based on a 21.93% response rate.

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.

Source: Teaching staff
Feedback
Resources in Moodle
Recommendation
Update resources where needed.
Action Taken
Resources were updated where needed.
Source: Teaching staff
Feedback
The organisation of the Moodle site
Recommendation
Re-organise weekly modules and materials.
Action Taken
Weekly modules and materials were re-organised.
Source: Student feedback
Feedback
Value of community participation
Recommendation
Emphasise the links between community participation and future self as a teacher.
Action Taken
Explicit links were made to student about community participation, Teacher Standards and future teaching practice.
Source: Student survey
Feedback
Timing of placement
Recommendation
Flexibility of placement has been considered
Action Taken
In Progress
Source: Student survey
Feedback
Student support
Recommendation
Consider additional student support options for Term 3 study
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Use relevant standards, codes of conduct and/or codes of ethics to reflect on professional roles and responsibilities in relation to principles of equity and social justice
  2. Conduct self-assessment to identify professional attributes, dispositions, skills and strategies for responding to communities and taking informed social action
  3. Propose a viable plan for community engagement with the aim of developing knowledge and understanding of the strengths and needs of social contexts experienced by diverse groups and families
  4. Critically reflect on a sustained period of organised service to draw implications for professional practice
  5. Evaluate the impact of service on personal and professional learning and the development of skills for successful participation in communities and contexts characterised by diversity and disadvantage.

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

1.1 Physical, social and intellectual development and characteristics of students

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

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

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
1 - Written Assessment • • •
2 - Professional Practice Placement •
3 - Practical and Written Assessment • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication • • • • •
3 - Critical Thinking • • • • •
4 - Information Literacy •
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 9 10
1 - Written Assessment • • • •
2 - Professional Practice Placement • • • •
3 - Practical and Written Assessment • • • •