Curriculum and Assessment in Secondary Education G (11351.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Graduate Level|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Critically analyse the curriculum in terms of: Factors influencing its design, structural design of the curriculum, and ease of implementation;
2. Understand and apply principles of the curriculum when designing lessons that utilise elements of quality pedagogy;
3. Analyse and design learning area specific assessment strategies (informal, formal, diagnostic, formative and summative) to inform future teaching;
4. Interpret student assessment data to evaluate student learning and modify teaching practice;
5. Demonstrate use of principles for effective feedback; and
6. Describe strategies used for reporting to students and parents/caregivers and the purpose of keeping accurate and reliable records of student achievement.
Upon successful completion of Professional Experience Pre-service Teachers will be able to:
7. Create and manage positive learning environments for all students, including those from diverse cultural backgrounds; and
8. Communicate professionally and engage collaboratively with colleagues, parent/carers, and the community.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
CorequisitesThis unit is only available to student in the Master of Secondary Teaching course. Students must be enrolled in or have passed unit 11354 Using Data to Improve Learning G.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Mr Michael Walsh|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Mr Michael Walsh|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Mr Michael Walsh|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Mr Michael Walsh|
Brady, L. & Kennedy, K. (2013) Curriculum Construction. (5th Ed) Frenchs Forest: Pearson.
The recommended readings for this unit are:
ACT Board of Senior Secondary Studies Curriculum Frameworks http://www.bsss.act.edu.au
Australian Curriculum, www.australiancurriculum.edu.au
Wiliam, D. (2011). Embedded formative assessment. Bloomington, USA: Solution Tree Press.
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2013). Teaching: making a difference (2nd ed.). Milton, QLD: John Wiley & Sons Australia.
Clarke, S. (2005). Formative assessment in action: weaving the elements together. London, UK: Hodder Education
Griffin, P. (2014). Assessment for teaching. Melbourne, Australia: Cambridge University Press.
Hattie, J. & Yates, G. (2014). Visible Learning and the Science of How We Learn. Oxon New York, NY Routledge
Killen, R. (2013) Effective Teaching Strategies from Research and Practice (6th Ed.). South Melbourne, Vic.: Cengage Learning AustraliaMarsh, C. (2009). Introduction. In Key Concepts for Understanding Curriculum (4th ed). Abingdon: Routledge. http://webpac.canberra.edu.au/record=b1515563~S4
New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide. Sydney, Australia: NSW Department of Education.
New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper. Sydney, Australia: NSW Department of Education.
Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Virginia, USA: Association for Supervision and Curriculum Development.
Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids. Alexandria, USA: Association for Supervision and Curriculum Development
Wiggins, G. P. & McTighe, J. (2011) The Understanding by Design Guide to Creating High-Quality Units. Alexandria, Va.: ASCD
Other texts and learning materials will be made available via the unit Canvas site
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible. An assignment submitted over 7 days late will not be accepted.
Special assessment requirements
Year-Long Units: Students enrolled in year-long units (consisting of a part A and part B unit code) will be allocated a continuing grade (CNTYL) on completion of part A. Once the student has completed part B, the grade for part A will be updated so that the grades for the two unit codes are the same.
Professional Experience Requirement
Normally an aggregate mark of 50% is required to pass the unit. In addition to an aggregate mark of 50% being required to pass the unit, students must provide evidence of satisfactory completion of their Professional Experience.
Literacy and Numeracy Test for Initial Teacher Education (LANTITE)
It is a requirement that all students in Initial Teacher Education courses complete the LANTITE. Student's result for the test is to be submitted to Canvas site for this unit. Submission must be within one week (seven days) of the April, June, September or December LANTITE results release date.
Teaching Performance Assessment (TPA)
All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.
It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017)
If on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘Fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.
You can expect to be engaged in the following:
- Workshop participation: 30 hours
- Weekly preparation for workshops: 30 hours
- Assessment preparation: 90 hours
Professional Experience Placement component:
- 10 consecutive working days,
- Preservice teachers are expected to be available at the school between the hours of 8.30 am - 5.00 pm (approximately).
Inclusion and engagement
It is strongly recommended that students who need assistance in undertaking the unit because of disability or an ongoing health condition register with the Inclusion and Engagement Office as soon as possible so that reasonable adjustment arrangements can be made.
Attendance at all scheduled sessions in this unit is compulsory, and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
Your participation in both class and online activities will enhance your understanding of the unit content and therefore, the quality of your assessment responses. Lack of participation may result in your inability to pass assessment items satisfactorily.
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.'
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
UC Entry Level Skills
Work placement, internships or practicums
WWVV: You are required to have a current Working with Vulnerable People card in order to participate in this unit
Canvas: Please refer to the Professional Experience section on the Teacher Education Canvas site for full information on the Professional Experience requirements.
This unit involves professional practicum and therefore additional student responsibilities are required in addition to those described in this section. Work-place learning requires strict adherence to professional practice principles and ethics. Students and staff confidentiality must always be maintained, including for assessment items such as e-portfolios, reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, tutorials etc as scheduled – see section 3) for the successful completion of this unit. If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you meet with your Course Convener to schedule this unit for a future teaching period.
Foundation of Unit
Curriculum and Assessment in Secondary Education uses the Australian Curriculum and relevant research as a platform to explore how to assess for, with and of student learning; plan macro units of work and apply this understanding when working from a classroom teacher's program; and provide feedback to learners.
Provision of information to the group
Notifications made through Canvas are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas site (annoucements are also emailed to student UC email addresses). Students should ensure they check their UC student email regularly. The unit's online discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact firstname.lastname@example.org if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).