EDSE12021 - Middle Years Learning and Teaching

General Information

Unit Synopsis

Learning and teaching in the latter middle years of learning (Years 7 to 9) in selected learning areas, is the focus of this unit. The influences, interpretation and implementation of lower secondary school curriculum frameworks are examined critically for the purposes of designing effective pedagogies. A range of topics is examined including curriculum development, teaching and learning resources, teaching strategies, pedagogical approaches, assessment and school work programs relevant to the pre-service teacher’s two teaching areas. Critical use is made of relevant sources of information including curriculum and policy documents to promote professional teaching through the selection of appropriate teachable content to enable the design of quality learning experiences using a range of pedagogies and the development of assessment strategies that promote learning in lower secondary school contexts.


Level Undergraduate
Unit Level 2
Credit Points 12
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.25
Pre-requisites or Co-requisites

Students must have successfully accumulated 48 credit points to be eligible to enrol in this unit. This includes the successful completion of 1 x Level 1 and 1 x Advanced level unit per Discipline Teaching Area.

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 1 - 2021

Term 2 - 2021 Profile
Term 2 - 2022 Profile

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 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.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 50%
2. 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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 3.7 (on a 5 point Likert scale), based on a 39.62% 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: Student evaluation
Ensure there are references to policy requirements of all states in Australia.
Review materials to ensure students are able to understand and use the policy materials provided by the relevant Australian state.
Action Taken
These references were made in tutorials. The teacher at the Geraldton campus contextualised policies for her students.
Source: Student evaluation
The task requires more detail than teachers in classrooms provide.
Provide information to students about the significance and purpose of the tasks they are completing to their future work in the classroom.
Action Taken
This was explained clearly and succinctly in tutorials and on the Moodle site.
Source: Student evaluation
Some confusion existed around how to meet requirements of two different teaching areas.
Review the labelling on tasks and other support materials to ensure the differences between requirements for each teaching area are clear.
Action Taken
Labels on support materials were made explicit. New templates were added which assisted differentiation between tasks.
Source: Student evaluation, UC observations
Change timing of assessment so they are further apart
Task 1 be due in week 6 or 7.
Action Taken
Source: Student evaluations, UC observations
Improve feedback provided by Forum Experts
The unit structure will be brought into line with the Senior version of the subject.
Action Taken
Unit learning Outcomes

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

  1. Use and understand curriculum frameworks relevant to your two teaching areas at a lower secondary school level
  2. Engage with teaching and learning resources relevant to your two teaching areas at a lower secondary school level
  3. Interpret and manipulate teaching strategies relevant to your two teaching areas at a lower secondary school level
  4. Design pedagogies appropriate for the implementation of your relevant curriculum frameworks
  5. Design assessment instruments that promote learning and match the needs of lower 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:

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

5.1 Assess student learning

7.2 Comply with legislative, administrative and organisational requirements

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Portfolio
2 - Portfolio
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
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
1 - Portfolio
2 - Portfolio