The focus of this unit is on preparing pre-service teachers to teach in junior secondary school contexts (Years 7 – 9). In this unit, emphasis is placed on helping you understand strategies and processes to ensure the bridge between primary and secondary school is safe, strong and consistent for all students. Teaching in junior secondary school contexts requires a particular pedagogical approach where learned information must be meaningful and links to the world beyond the classroom are made. You will engage with the six guiding principles of junior secondary school teaching, namely, distinct identity; quality teaching; student wellbeing; parent and community involvement; leadership; and, local decision-making. Within this context, the role secondary school teachers have in developing effective, useful and efficient strategies that can be used in any discipline area to increase student understanding and improve overall achievement and motivation will be explored. Additionally, teaching in junior secondary school contexts requires you to model and teach effective literacy and numeracy. As such, you will also develop effective skills in demonstrating personal literacy and numeracy competence.
|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|
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).
Each 6-credit Postgraduate 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.
|1. Written Assessment||50%|
|2. Online Quiz(zes)||25%|
|3. Critical Review||25%|
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%).
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2022 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 30.67% response rate.
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.
On successful completion of this unit, you will be able to:
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
2.5 Literacy and numeracy strategies
4.1 Support student participation
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
|Assessment Tasks||Learning Outcomes|
|1 - Written Assessment||•||•||•||•|
|2 - Online Quiz(zes)||•||•|
|3 - Critical Review||•||•|
|Graduate Attributes||Learning Outcomes|
|1 - Knowledge||•||•||•||•||•|
|2 - Communication||•||•||•||•||•||•|
|3 - Cognitive, technical and creative skills||•||•||•||•||•||•|
|4 - Research||•||•||•|
|6 - Ethical and Professional Responsibility||•||•||•||•||•|
|Assessment Tasks||Graduate Attributes|
|1 - Written Assessment||•||•||•||•||•||•|
|2 - Online Quiz(zes)||•||•||•||•|
|3 - Critical Review||•||•||•||•||•||•|