Curriculum and Assessment in Secondary Education G (11351.1)

Please note these are the 2023 details for this unit
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Curriculum and Assessment in Secondary Education G
Available teaching periods Delivery mode Location
View teaching periods Placement
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
School Of Teacher Education Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit introduces students to the curriculum from various perspectives: the political influences upon curriculum, curriculum design and in particular the role of curriculum in planning, assessing and reporting student learning experiences.

This learning is the focus of 10 days supervised professional experience in a Secondary setting.

Learning outcomes

After 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 attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. 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
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings


Skills development

This unit prepares students with the theoretical and practical knowledge needed to programme for and teach students in Australian schools using the Australian Curriculum and to begin to develop pedagogical knowledge about the nature of teaching and learning, and the considerations that are made by teachers in diverse school contexts. This unit will look at core content,evidence-based teaching strategies and a range of approached to prepare for the profession. It culminates in an end-of-semester practical placement in a school.



Prerequisites

None.

Corequisites

This unit is only available to students in EDM101 Master of Secondary Teaching.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2026 Bruce, Canberra Semester 1 16 February 2026 Placement Mrs Michaela Vergano
2026 Bruce, Canberra Semester 2 10 August 2026 Placement Mrs Michaela Vergano
Not available

Required texts

All information regarding readings and texts will be available through the Canvas site.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

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, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Special assessment requirements

An aggregate mark of 50% is required to pass the unit. All assessments must also have been attempted and submitted. In addition to an aggregate mark of 50% being required to pass the unit and completion of all tasks, students must provide evidence of satisfactory completion of their Professional Experience.

Artificial Intelligence

Students are not allowed to use generative artificial intelligence (GenAI) in assessments for this unit.

Students should be aware that the University of Canberra utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.

Lesson Plans

When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.

AIM Module

The AIM module is a mandatory requirement to pass this unit. 

  • Students are required to complete AIM and upload the completion certificate (badge) to the assessment item drop box on the canvas site.
  • Students who do not submit the completion certificate will be given a withheld (WH) grade until such time as they upload it to the Canvas site

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

Indicative breakdown of workload:

Coursework component:

  • Workshop participation: 30 hours
  • Weekly preparation for workshops: 30 hours
  • Assessment preparation: 90 hours

Professional Experience Placement component:

  • 10 consecutive working days with full participation during all work hours. 
  • Preservice teachers are expected to be available at the school 30 minutes prior to the start of the day and 60 minutes after the conclusion of lessons. 

Inclusion and engagement

Professional Experience Placement.

Students who currently have a UC Reasonable Adjustment Plan (RAP) may be eligible for a Placement Support Letter (PSL). It is the student's responsibility to work with UC Wellbeing to determine any adjustment needed for Placement. 

 

Participation requirements

Students engagement with weekly module content, including completion of lectures, padlet and other discussion activities enhances your learning and is strongly advised. Student attendance at scheduled sessions and weekly workshops is recommended for successful completion of the course.

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Australian Professional Standards for Graduate 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.

Successful completion of the professional experience component is critical to success in the whole unit.  Refer to the 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

Implementation of technology for teaching and learning purposes is a required aspect of this course, including an understanding of e-safety aspects as they pertain to students.

In-unit costs

Travel and parking costs may apply to optional field trips and professional placement requirements in and around Canberra.

Work placement, internships or practicums

School-based Professional Experience/Placement is a required element of this unit.  

This unit includes a 10 day professional experience placement. Students must adhere to UC policies including the Student Conduct Rules (2018), WIL Policy and Procedure, and Assessment Policy and Procedure. All information regarding placements is available on the All Teacher Education Students (ATES) canvas page and it is the responsibility of the student to check for any updates.  

Students are advised to review InPlace regularly to check the status of their pre-placement requirements and to ensure that all contact details are up-to-date and will be for the during of the placement period. This information must include an emergency point of contact or next of kin. 

The Placement Team requires evidence of the following before a placement can be organised: 

Pre-placement Requirements (ALL must be uploaded to InPlace): 

  • Working with Vulnerable People (WWVP) card 
  • Working with Children Check (WWCC) 
  • TQI Preservice Teacher Registration 
  • Completion of Pre-Place module 

Student needs to upload this information to InPlace and ensure it is verified (green status) by the due date stipulated by the placement team. All compliance tasks must be valid for the duration of the placement blocks. It is a student responsibility to ensure that previously submitted compliance documentation is valid for subsequent placement blocks.

Pre-placement Requirements (must be uploaded to Unit Canvas Page for first professional experience): 

  • Acceptable Use of ICT form 
  • UC Student Acknowledgement form 

Failure to complete required pre-placement requirements by the due date will result in the cancellation of placement and may result in a fail (NC) grade for the unit. 

When students are allocated a placement it is their responsibility to contact the school/service to determine any additional pre-placement requirements specific for that location that need to be completed prior to the placement start date. Failure to do this may result in withdrawal from the placement and potential fail (NC) grade for the unit. 

Students who currently have a UC Reasonable Adjustment Plan (RAP) may be eligible for a Placement Support Letter (PSL). It is the student's responsibility to work with UC Wellbeing to determine any adjustment needed for Placement. 

Eligibility for placement is dependent on satisfactory academic progression at the time placement is scheduled. 

All placements must occur according to the published placement calendar on the ATES site. Students experiencing extenuating circumstances may request a date change; approval, however, is at the discretion of the Faculty. All placement blocks must be completed within 12 months of the associated unit's teaching and learning start date. Delays beyond this timeframe may result in a fail (NC) grade for the unit. 
 

Intervention and Support 
Students who demonstrate unsatisfactory progress towards the expected standard of practice at any point throughout their placement will be provided with Intervention and Support. This support process is tailored to meet the needs of the individuals. If sufficient improvements are not evident, a fail grade (NC) for the unit is the likely outcome. If the student's conduct or practice constitutes a significant risk to public safety, a student's placement may be terminated immediately without the Intervention and Support process being enacted. The student will meet with their Unit Convenor/Faculty member and discuss their progress in the unit and provided opportunities to reflect on their practice, setting goals for improvement.  

Assessment Requirement 
Placement must be successfully passed to pass the Unit 

Generalised Support  
For placement queries, contact placement@canberra.edu.au. 

Additional information

Theoretical foundations:  Provide an explanation of the theoretical foundations of the unit.

Research Led Education: This unit involves research-led education in pedagogy and work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to  to students their passion for the research they are carrying out.