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EDSE20017 - Learning and Teaching in Junior Secondary

General Information

Unit Synopsis

This unit focuses on preparing pre-service teachers to teach in junior secondary school contexts (Years 7 – 9). Emphasis is placed on helping pre-service teachers 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. Pre-service teachers 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 tactics that in any discipline area can be used to increase student understanding and improve overall achievement and motivation will be explored. Additionally, teaching in junior secondary school contexts requires pre-service teachers to model and teach effective literacy and numeracy. As such, pre-service teachers will also develop effective communication skills to engage in successful relationships with junior secondary school students through demonstrating personal literacy and numeracy competence.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
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

Unit Availabilities from Term 3 - 2015

Term 1 - 2021 Profile
Online
Term 1 - 2022 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 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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Online Quiz(zes) 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 - 2021 : The overall satisfaction for students in the last offering of this course was 4.7 (on a 5 point Likert scale), based on a 55.32% 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
Feedback
Quality of zoom recordings
Recommendation
This should not be an issue next year as it is hoped that reduced traffic on Zoom will improve Zoom quality.
Action Taken
Zoom recordings were checked and an improvement was noted.
Source: Student Feedback CQU Renew
Feedback
Textbook is used in only the first half of the unit and not regarded as 'practical' in nature
Recommendation
Review textbook selection and use across the whole of the course, and investigate alternative readings.
Action Taken
No text book was assigned for the unit. Readings were available through the e-reading list.
Source: Unit Coordinator
Feedback
Consistency of Marker feedback
Recommendation
Ensure consistency of marker feedback.
Action Taken
An instruction sheet was sent to all markers with guidelines for feedback.
Source: Student evaluation
Feedback
Moodle layout is easy to access
Recommendation
Maintain current Moodle layout in tiles
Action Taken
Nil.
Source: Student evaluation
Feedback
Feedback for assessment needs to be more detailed and more constructive
Recommendation
Although feedback on assessment was modeled for markers, more specific instruction will be provided about required level of detail and amount.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Examine the complex nature of teaching in junior secondary school contexts
  2. Analyse issues facing junior secondary students in respect of their social, emotional, physical and cognitive development
  3. Define, scrutinise and research the principles of junior secondary school teaching, namely, distinct identity; quality teaching; student wellbeing; parent and community involvement; leadership; and, local decision-making
  4. Challenge contemporary thinking about teaching junior secondary students in particular issues associated with their bodies, health, physicality, personal development, creativity, expression, literacy and numeracy
  5. Evaluate the role secondary school teachers have in developing effective, useful and efficient tactics that can be used to increase student understanding and improve overall achievement and motivation
  6. Appraise personal ethical dilemmas when teaching 21st Century youth
  7. Apply personal competence in literacy and numeracy to model effective reading, writing, spelling, oral language and numerate thinking for junior secondary students
  8. Engage in professional learning to improve personal practice and student learning

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

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Online Quiz(zes)
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
6 - Ethical and Professional Responsibility
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Online Quiz(zes)