Course Coordinator:Joanne Casey (jcasey1@usc.edu.au) School:School of Education and Tertiary Access
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Online |
Online | You can do this course without coming onto campus. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This course positions soon-to-graduate preservice teachers as leaders of curriculum and pedagogical experiences in the classroom. Pre-service teachers will evaluate evidence-based pedagogical and classroom management strategies with the specific purpose of pointing students to the curriculum. In their roles as public intellectuals, teachers connect students and families to learning opportunities, and proactively lead learning in their communities.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – You are required to engage and interact with asynchronous learning materials - videos, websites and activities - accessed through Canvas modules, course readings and texts. | 2hrs | Week 1 | 7 times |
Tutorial/Workshop 1 – Tutorial on campus | 2hrs | Week 1 | 7 times |
Online | |||
Learning materials – You are required to engage and interact with asynchronous learning materials - videos, websites and activities - accessed through Canvas modules, course readings and texts. | 2hrs | Week 1 | 7 times |
Tutorial/Workshop 1 – Online synchronous tutorial | 2hrs | Week 1 | 7 times |
700 Level (Specialised)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
1 | Enact the role of teacher as public intellectual and proactively plan and communicate to meet student and community academic needs. |
Knowledgeable Creative and critical thinker Empowered Engaged |
3.2, 3.3, 3.4, 3.5, 3.7, 7.3 |
2 | Make judgements about evidence-based teaching strategies that are supported by neuroscience. |
Knowledgeable Creative and critical thinker Empowered |
1.1, 1.2, 2.1 |
3 | Masterfully lead the implementation of curriculum and assessment in a classroom context, justifying your approach with research and theory. |
Creative and critical thinker Empowered Engaged Sustainability-focussed Communication Organisation |
1.2, 2.1, 2.2, 2.3, 3.2, 3.4, 3.7, 5.1, 5.3, 5.5 |
4 | Implement synthesised pedagogy and classroom management strategies to point students to the curriculum, justifying your approach with research and theory. |
Creative and critical thinker Ethical Engaged Communication Organisation Information literacy |
1.2, 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4 |
5 | Purposefully manipulate effective oral and written communication skills, digital technology skills and academic literacies. |
Knowledgeable Empowered Communication Applying technologies |
3.4, 3.7 |
CODE | COMPETENCY |
Australian Institute for Teaching and School Leadership | |
1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 | Use teaching strategies: Include a range of teaching strategies. |
3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
3.7 | Engage parents/carers in the educative process: Describe a broad range of strategies for involving parents/carers in the educative process. |
4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 | Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions |
4.3 | Manage challenging behaviour: Demonstrate knowledge of practical approaches to manage challenging behaviour. |
4.4 | Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. |
5.1 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.5 | Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement |
7.3 | Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in program ED508 or ED705 or ED706 or ED707
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Written Piece | Individual | 25% | 1200 words |
Week 4 | Online Assignment Submission with plagiarism check |
All | 2 | Oral and Written Piece | Individual | 40% | 12-15 minutes |
Week 5 | Online Assignment Submission with plagiarism check |
All | 3 | Written Piece | Individual | 35% | 1500-1800 words. |
Week 7 | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Teaching strategies supported by brain science | ||||||||||||||||
Goal: | The goal of this task is to demonstrate knowledge and application of teaching strategies that are supported by neuroscience research. |
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Product: | Written Piece | |||||||||||||||
Format: | In written form, present 6-8 teaching strategies that are supported by neuroscience. * Describe the teaching strategy and how it applies to your curriculum context. * Rationalise why the teaching strategy is effective for students at your level of schooling (e.g. early years, middle school, senior school, etc). * Justify the teaching strategy with neuroscience research. You can choose how you would like to present your strategies - in a document, a slide deck, or in a table. |
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Criteria: |
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Generic Skills: | Communication, Information literacy |
All - Assessment Task 2:Meet the teacher presentation | |||||||||||||||||||
Goal: | The goal of this task is to demonstrate leadership in the classroom through a presentation to students and their parents/care-givers. |
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Product: | Oral and Written Piece | ||||||||||||||||||
Format: | You are to prepare a "meet the teacher" video presentation that explains and justifies your: - Pedagogical approaches you will use. - Curriculum overview for Term 1. - Approach to assessment in this classroom. - Behavioural expectations and classroom management strategies. - Methods of communication with parents/care-givers. - Tips for managing academic stress. You choose your context: Primary and early years students, choose a year level and units of work. Secondary students, choose a year level and subject area. The video needs to combine supporting visual aids with your presentation (you must be in the video). |
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Criteria: |
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Generic Skills: | Communication, Applying technologies, Information literacy |
All - Assessment Task 3:Research and theory behind your classroom leadership | ||||||||||||||||
Goal: | The goal of this task is to justify Task 2 with research and theory. |
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Product: | Written Piece | |||||||||||||||
Format: | In written format, use research and theory to defend and justify all aspects of your meet the teacher video presentation in Task 2. Critically evaluate research and theory, including neuroscientific research and literature, to rationalise your professional practices and classroom leadership. Critically analyse how exploring research and theory has reinforced or challenged your views of pedagogical and curriculum leadership in the classroom. |
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Criteria: |
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Generic Skills: | Communication, Organisation, Information literacy |
Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
---|---|---|---|---|
2020 Australian Professional Standards for Teachers | ||||
All delivery modes | Oral and Written Piece | Meet the teacher presentation | 1.1 | Assessed |
1.2 | Assessed | |||
1.5 | Assessed | |||
2.1 | Assessed | |||
2.2 | Assessed | |||
2.3 | Assessed | |||
3.1 | Assessed | |||
3.2 | Assessed | |||
3.5 | Assessed | |||
3.7 | Assessed | |||
4.1 | Assessed | |||
4.2 | Assessed | |||
4.3 | Assessed | |||
4.4 | Assessed | |||
5.1 | Assessed | |||
7.1 | Assessed | |||
7.3 | Assessed | |||
Written Piece | Teaching strategies supported by brain science | 1.1 | Assessed | |
1.2 | Assessed | |||
1.5 | Assessed | |||
4.1 | Assessed | |||
Research and theory behind your classroom leadership | 1.1 | Assessed | ||
1.2 | Assessed | |||
1.5 | Assessed | |||
3.2 | Assessed | |||
3.6 | Assessed | |||
4.1 | Assessed | |||
5.1 | Assessed |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Not applicable
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
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