EDSE12021 - Middle Years Learning and Teaching

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

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

Successful completion of this unit provides opportunities for students to meet the following Core Content Learning Outcomes:

2.1 Knowledge of and skill in planning and sequencing content and tasks so that they become increasingly challenging and incorporate spacing and retrieval practice.

Successful completion of this unit provides opportunities for students to demonstrate knowledge of the following Core Content focus areas:

2.1.1 The key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.

2.1.2 How to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory.

2.1.3 How to sequence tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery.

2.3.1 How to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know.

2.3.2 How to use formative assessment practices to gather and interpret information about student learning as learning is taking place – for example, use of simple, low-key assessments such as exit slips, quick quizzes or targeted oral questioning to prompt students to articulate their reasoning and identify common student misconceptions.

2.3.3 How to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained.

2.3.4 How to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected.

2.3.5 How to provide feedback as learning is taking place that is specific, honest, constructive, and clear, and uses explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions as necessary.

4.1.1 The content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.