The focus of this unit is teaching and learning in the senior secondary school (Years 11 and 12) in selected teaching areas. 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. Analysis and interpretation of senior secondary school curriculum documents will be undertaken in order to plan and implement effective units of work that utilise pedagogical approaches that develop the thinking skills and processes required for the relevant 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.
|Unit Level||Not Applicable|
|Student Contribution Band||SCA Band 1|
|Fraction of Full-Time Student Load||0.25|
|Pre-requisites or Co-requisites||
Prerequisite EDSE20018 Junior Secondary Curriculum, Pedagogy and Assessment
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 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.
|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%).
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 .
No previous feedback available
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:
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
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
7.3 Engage with the parents/carers
|Assessment Tasks||Learning Outcomes|
|1 - Written Assessment||•||•||•|
|2 - Written Assessment||•||•||•||•|
|Graduate Attributes||Learning Outcomes|
|1 - Knowledge||•||•||•||•||•|
|2 - Communication||•||•||•||•||•|
|3 - Cognitive, technical and creative skills||•||•||•||•||•|
|4 - Research||•|
|5 - Self-management||•||•||•||•|
|6 - Ethical and Professional Responsibility||•||•||•||•||•|
|Assessment Tasks||Graduate Attributes|
|1 - Written Assessment||•||•||•||•||•||•|
|2 - Written Assessment||•||•||•||•||•|