EDSE14002 - Senior Years Learning and Teaching

General Information

Unit Synopsis

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.


Level Undergraduate
Unit Level 4
Credit Points 12
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.25
Pre-requisites or Co-requisites

Pre-requisites -

CC10 EDSE12021

CC13 EDSE12021 and EDFE13033

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 - 2024

Term 1 - 2024 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. Written Assessment 50%
2. Presentation 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 1 - 2023 : The overall satisfaction for students in the last offering of this course was 71.43% (`Agree` and `Strongly Agree` responses), based on a 25.00% 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 feedback survey
Assignment feedback
Ensure feedback on draft TLAPs is provided within 2 weeks of being posted by the student.
Action Taken
A term schedule indicating dates for students and tutors to post drafts and provide feedback on drafts was provided to assist both students and tutors to adhere to deadlines.
Source: Student feedback survey
Assignment 1 - Teaching video and Presentation
Provide additional optional tutorial on how to make a 10 min teaching video and upload it into a ppt presentation.
Action Taken
Additional Zoom tutorial was scheduled to assist students experiencing difficulty with the technology requirements of AT1.
Source: Student feedback survey
Assignment 1 - Peer feedback component
Review requirement for peer feedback on the 10 min teaching video demonstration.
Action Taken
The peer feedback component of AT1 was retained, but modified to a 'buddy' system where students paired up to provide feedback on each other's teaching video.
Source: SUTE
Update of learning materials for Technologies subject area
Learning materials for the Technologies subject area suite of syllabuses be rewritten and resources updated to align with current secondary school curriculum.
Action Taken
Source: SUTE
Availability of casual subject area tutors
Casual subject area tutors make explicit the communication time they are available each week of term to consult with, and respond to student.
Action Taken
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 Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Presentation
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