EDSE20018 - Junior Secondary Curriculum, Pedagogy and Assessment

General Information

Unit Synopsis

Learning and teaching in Years 7 to 10 in selected learning areas is the focus of this unit. The influences, interpretation and implementation of junior secondary school curriculum frameworks are examined critically for the purposes of designing effective pedagogies. In this unit you will engage in a range of topics including curriculum development, teaching and learning resources, teaching strategies, pedagogical approaches and assessment relevant to your two teaching areas. Critical use is made of relevant sources of information including curriculum and policy documents to promote effective 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 junior secondary school contexts.

Details

Level Postgraduate
Unit Level 8
Credit Points 12
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.25
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 1 - 2019

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 12-credit Postgraduate 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. Written Assessment 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 (on a 5 point Likert scale), based on a 49.23% 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: UC Self- Reflection; student Unit evaluation.
Feedback
Assessment
Recommendation
Students were provided with a range of unit ideas/topics to develop for their assessment.
Action Taken
A list of possible topic areas was provided for students. In addition, exemplars for either AT1 and AT2 were uploaded for each subject area so students could deconstruct how a pre-service teacher in their teaching area constructed a Unit Overview and applied pedagogy.
Source: Unit evaluation; informal consultation with students initiated by the UC.
Feedback
Assessment and learning resources
Recommendation
Improve manageability of delivery of core content alongside specialist content; review unit planning templates; and interaction with specialist tutors.
Action Taken
The core content and specialist content was arranged under the one banner for each subject instead of separating these. Videos were made for each formative task, demonstrating how to fill in each part of the template. Specialist tutors interacted with students through the allocated forum and email.
Source: Unit Evaluation; informal consultation with students initiated by the UC
Feedback
Assessment
Recommendation
Create one upload date for specialist tutors' feedback on formative tasks into the formative task forum to avoid some feedback being earlier in the week and some later.
Action Taken
A deadline was provided to all specialist tutors for the return of feedback. This was not successful in two instances
Source: Teaching team
Feedback
Assessment
Recommendation
Move Formative Task1 for AT1 and AT2 to end of Week 3 or very start of Week 4 (currently end of Week 4) to enable students to get early feedback on their unit ideas ahead of Week 6 formative task 2 submissions.
Action Taken
Submission of tasks at the end of Week 3 did improve the return of feedback (except for issue earlier noted). Requirements of Week 6 task were also altered so students could work more productively on the formative tasks in weeks 4 and 5 without relying on this feedback. The feedback for each task was required to be applied in the editing phase (Weeks 10-11) before the Week 12 submission..
Source: Student Feedback
Feedback
Assessment
Recommendation
Review the structure of the formative tasks - make this more equitable across tasks - to prepare for the summative tasks.
Action Taken
Nil.
Source: Student Feedback Self-Reflection
Feedback
Assessment
Recommendation
Review the structure and scaffolding, including the readings, used to support the summative assessment.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Interpret curriculum frameworks relevant to your two junior secondary teaching areas to plan lesson sequences
  2. Design pedagogies appropriate for the implementation of relevant curriculum frameworks for junior secondary school contexts
  3. Select appropriate teaching strategies, including those relevant to literacy and numeracy and ICTs appropriate to the content of your two junior secondary teaching areas
  4. Create effective and relevant learning resources for your two junior secondary teaching areas
  5. Design assessment instruments that promote learning and match the needs of junior secondary school learners.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers 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

2.6 Information and Communication Technology (ICT)

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
5 - Self-management
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 - Written Assessment