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.

Details

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 2 - 2024

Term 2 - 2024 Profile
Online
Term 2 - 2025 Profile
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).

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 - 2023 : The overall satisfaction for students in the last offering of this course was 70.59% (`Agree` and `Strongly Agree` responses), based on a 16.67% 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, UC observations
Feedback
Unit content and learning materials
Recommendation
Amend Moodle content and learning materials from Version 8.4 to Version 9.0 of the Australian Curriculum.
Action Taken
Moodle content and learning materials were aligned with the Australian Curriculum, Assessment and Reporting Authority’s Australian Curriculum Version 9.0.
Source: Student evaluation, UC observations
Feedback
Discipline Experts
Recommendation
Review the way that Discipline Experts provide advice and feedback to students.
Action Taken
Discipline Experts used a revised template, structured to target the formative feedback provided to students.
Source: Student Unit Evaluations and UC Observations
Feedback
Unit Content and Learning Materials
Recommendation
Provide further clarity about the organisation of Moodle learning materials to improve students’ online learning experiences and further support student understanding and unit planning when using Version 9.0 of the Australian Curriculum.
Action Taken
In Progress
Source: Student Unit Evaluations and UC Observations
Feedback
Discipline Experts’ Feedback
Recommendation
Refine the manner that Discipline Experts use to provide formative feedback to students to ensure that there is consistency.
Action Taken
In Progress
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. Outline assessment strategies both formative and summative relevant to your two teaching areas at a lower secondary school level

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 10