Course Outline
EDU339 Professional Experience: Curriculum Approaches and Pedagogies
Course Coordinator:Anne Drabble (adrabble@usc.edu.au) School:School of Education and Tertiary Access
2024Semester 1
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
In this Professional Experience (PEx) course, you are introduced to teaching in primary schools. You will complete a 10-day PEx in a middle - upper primary classroom where you will use your knowledge of the Australian Curriculum, explicit instruction, and pedagogies from your early childhood PEx. to participate in the teaching cycle for primary classrooms through intentional planning, teaching, assessing, and reflecting. You will continue to demonstrate your knowledge of the APST through evidencing quality examples of engagement and achievement in your APST digital portfolio.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Learning materials are independently accessed in Canvas. They include course learning content, activities, readings and resources for active engagement with course learning outcomes. | 2hrs | Week 1 | 9 times |
| Tutorial/Workshop 1 – Tutorials are on-campus synchronous tutorials, including technology-enabled blended learning. | 2hrs | Week 1 | 10 times |
| Placement – After your initial site visit to meet with your Supervising Teacher and to spend time in the classroom to prepare for the PEx, you will undertake 7.25 hours of PEx each day for 10 consecutive days of PEx in a Year 4 or Year 5 classroom in a primary school. The PEx Handbook includes specific requirements for the PEx, and can be accessed on SONIA. | 72.5hrs | Week 11 | Once Only |
Course Topics
Course topics:
- ACARA curriculum subject areas for Year 4 and Year 5 with a focus on ACARA curriculum Technologies
- Code of Conduct and ethical behaviour for a school context
- Diversity, inclusion and differentiated practices for students with a wide range of capabilities
- Effective use of resources to promote student participation and engagement.
- Essential Skills of Classroom Mangement and Positive Behaviour for Learning
- Explicit Instruction
- Planning lesson sequences and activities for Year 4 and Year 5
- Professional Knowledge, Professional Practice and Professional Engagement for the 10-day PEx
- The teaching cycle including planning, teaching, assessing, reflecting and evaluating
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| 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 | Reflect on and establish connections between curriculum approaches and teaching in the early years and in primary schools |
Knowledgeable Engaged |
1.1, 1.5, 2.1, 2.3, 3.2, 3.3, 5.4 |
| 2 | Demonstrate compliance with the Code of Conduct to difference audiences. |
Ethical Sustainability-focussed |
7.1, 7.2 |
| 3 | Engage professionally in the school community to evidence engagement with the APST in the areas of Knowledge, Practice and Engagement |
Engaged Sustainability-focussed |
7.1, 7.2, 7.4 |
| 4 | Plan and teach across a range of learning areas using collaborative , and explicit teaching strategies to promote learner engagement | Engaged |
2.1, 2.6, 3.1, 3.2, 3.3, 4.1, 4.5, 5.2 |
| 5 | Identify areas for professional learning and improved practice |
Knowledgeable Engaged |
6.1, 6.2, 6.3, 6.4 |
* Competencies by Professional Body
| 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. |
| 1.5 | Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
| 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 |
| 2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
| 2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
| 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. |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.5 | Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
| 5.2 | Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 6.1 | Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
| 6.2 | Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers |
| 6.3 | Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
| 6.4 | Apply professional learning and improve student learning: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. |
| 7.1 | Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
| 7.2 | Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
| 7.4 | Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
EDU217 or EDU336 and enrolled in Program ED303
Co-requisites
Not applicable
Anti-requisites
EDU215
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Limited Grading (PNP)
Details of early feedback on progress
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Activity Participation | Individual | Semester of enrolment including the PEx |
Week 2 | Online Submission |
| All | 2 | Portfolio | Individual | 2000 words or equivalent. |
Week 10 | Online ePortfolio Submission |
| All | 3 | Artefact - Creative, and Oral | Individual | Oral: In-class presentation 10 minutes 1000 words or equivalent |
Week 7 | Online Assignment Submission with plagiarism check and in class |
| All | 4 | Artefact - Creative, and Oral | Individual and Group | 2000 words or equivalent |
Refer to Format | Online Assignment Submission with plagiarism check and in class |
| All | 5 | Placement performance | Individual | 7.25 hours each day for 10 consecutive days of the PEx, including the initial site visit to meet your Supervising Teacher, and a two hour debrief tutorial following completion of the PEx. |
Week 13 | Online Submission |
| All - Assessment Task 1:Code of Conduct | |
| Goal: | The goal of Assignment 1 is to understand, agree to, and comply with the Code of Conduct for the school of Education and Tertiary Access. |
| Product: | Activity Participation |
| Format: | You must comply with the Code of Conduct, throughout the course including the PEx. One copy of the Code of Conduct must be submitted in Canvas and due midnight Friday Week 2. A signed copy of the Code of Conduct must be included in your EDU339 PEx file. This assignment must achieve a Pass (PU) to pass the course. |
| Criteria: |
|
| All - Assessment Task 2:APST Portfolio | |
| Goal: | The goal of Assignment 2 is to collate evidence of engagement with, and achievement of, a sample of APST at graduate stage in prior to school contexts and school contexts. |
| Product: | Portfolio |
| Format: | You will be provided with a template to use for your Portfolio to evidence the APST. You will be provided with initial feedback on Assignment 2 in Week 3 and Week 6. Assignment 2 is submitted in Canvas and due midnight Friday Week 10. This assignment must achieve a Pass (PU) to pass the course. |
| Criteria: |
|
| All - Assessment Task 3:Infographic: my classroom management plan | |
| Goal: | The goal of Assignment 3 is to demonstrate knowledge of classroom behaviour, the Essential Skills of Classroom Management and Positive Behaviour for Learning. |
| Product: | Artefact - Creative, and Oral |
| Format: | Assignment 3 Infographic: my classroom management plan Oral: you have 10 minutes to present your Classroom Management Plan during Week 7 or Week 8 tutorials. Artefact: Infographic is submitted in Canvas and due midnight Friday Week 7. This assignment must achieve a Pass (PU) to pass the course. |
| Criteria: |
|
| All - Assessment Task 4:Lesson plan with a sequence of learning experience activities | |
| Goal: | The goal of Assignment 4 is to work collaboratively in groups to develop and present a lesson in a curriculum learning area with a sequence of learning resources to demonstrate knowledge of curriculum content. |
| Product: | Artefact - Creative, and Oral |
| Format: | Assignment 4 Lesson plan with a sequence of learning resources has two parts. Oral: 30 minute group presentation due in Week 8 or Week 9 tutorials. Artefact: Lesson plan and sequence of learning resources is submitted in Canvas and due midnight Friday Week 8. This assignment must achieve a Pass (PU) to pass the course. |
| Criteria: |
|
| All - Assessment Task 5:Professional Experience (PEx) and Debrief | |
| Goal: | The goal of Assignment 5 is to demonstrate achievement of the APST in the PEx Final Report. |
| Product: | Placement performance |
| Format: | Assignment 5: PEx and Debrief has two parts. PEx: successful completion of the requirements of the 10 days PEx as outlined in the PEx Handbook. Debrief: attend the debrief at the completion of the PEx and submit a SWOT analysis. The SWOT analysis is submitted in Canvas and due midnight Friday Week 13. This assignment must achieve a Pass (PU) to pass the course. |
| Criteria: |
|
Directed study hours
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.
What resources do I need to undertake this course?
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.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Recommended | Iva Strnadová,Michael Arthur-Kelly,Phil Foreman | 2021 | Inclusion in Action 6e | n/a | Cengage AU |
Specific requirements
Current Blue Card for place-based field trip and the 10-day block PEx. It is expected you will have access to the internet to access electronic material available online via the University Canvas and the library. It is also expected that you will have transportation to the PEx site required for this course.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
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.
Assessment: Additional Requirements
This course will be graded as Pass in a Limited Grade Course (PU) or Fail in a Limited Grade Course (UF) as per clause 4.1.3 and 4.1.4 of the Grades and Grade Point Average (GPA) - Institutional Operating Policy of the USC. In a course eligible to use Limited Grades, all assessment items in that course are marked on a Pass/Fail basis and all assessment tasks are required to be passed for a student to successfully complete the course. Supplementary assessment is not available in courses using Limited Grades.
Assessment: Submission penalties
You must contact your Course Coordinator and provide the required documentation if you require an extension. You are required to complete the PEx in consecutive days as a 10-day block PEx. Unavoidable days absent during the PEx are required to be completed as soon as possible in negotiation with the Supervising Teacher.
SafeUniSC
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.
Study help
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.
Wellbeing Services
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.
AccessAbility Services
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.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au