Curriculum, Pedagogy and Practice 3 (Technology-Design) (8864.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education, Science, Technology & Maths |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 3 - Undergraduate Advanced Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
This unit provides a basis for professional decision-making in classroom practice in the nominated curriculum area teaching years 7-12. The focus of the minimum 15 days of supervised professional experience is to further develop teacher knowledge, skills and attitudes through immersion in the school setting with a particular focus on the use of curriculum, assessment and reporting knowledge.
This unit may be co-taught with Secondary Teaching Studies G3 in the nominated teaching area.
Learning outcomes
On successful completion of this unit, students will be able to demonstrate:1. An understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning;
2. An understanding of the purpose of providing timely and appropriate feedback to students about their learning;
3. An understanding of assessment moderation and its application;
4. The capacity to interpret student assessment data to evaluate student learning and modify teaching practice;
5. An understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records; and
6. A broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
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 - adopt an informed and balanced approach across professional and international boundaries
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Skills development
This unit provides a basis for professional decision-making in classroom practice in the nominated curriculum area teaching years 7-12. The focus of the 20 days of supervised professional experience (15 days for Graduate Entry) is to further develop teacher knowledge, skills and attitudes through immersion in the school setting with a particular focus on the use of curriculum, assessment and reporting knowledge. This unit may be co-taught with Secondary Teaching Studies G3 in the nominated teaching area.
Prerequisites
Any Curriculum Pedagogy and Practice 1 unit.Corequisites
Enrolment in a Teaching course.Incompatible units
This unit is not open to students who have passed any other Curriculum Pedagogy and Practice 3 unit.Assumed knowledge
Minimum of 4 content units in the KLA being studied.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|
Required texts
There is no textbook for this unit. Instead you will need to read/view one compulsory resource (available on the Moodle site) and one resource of your choice (from e-Reserve or elsewhere) before you do each Moodle posting.
Participation requirements
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 satisfactorily pass assessment items.
Successful completion of the professional experience placement is critical to success in the whole unit. Students must make themselves familiar with the processes and policies of professional experience.
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).
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.
Required IT skills
Students will need to become familiar with how to use Mahara. Links to training videos and other information will be available on our Moodle page.
Work placement, internships or practicums
This unit involves a professional practicum and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Student and school confidentiality must always be maintained , including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). 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.
Students are required to undergo a Working with Vulnerable People (WWVP) background check to undertake a placement for the unit.
Additional information
Theoretical foundations
This unit is built along constructivist principles (Piaget 1937, Glaserfeld 2005, Dykstra 2005), on the assumption that students learn best when encouraged to actively create meaning from practical and theoretical experience (Perkins 1992). It has at its core a provocation to be explored by a community of learners (Harpaz 2005) by means of an action research project.
Research led units
This unit involves research-led education and work-integrated learning. There are active practising teachers involved in this unit who are able to engage students in deep and active learning and transmit to students their passion for the teaching they are carrying out.
