Course Outline
EDU746 Teaching Senior Secondary Languages
Course Coordinator:Peter Grainger (pgrainge@usc.edu.au) School:School of Education and Tertiary Access
2025Semester 2
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 unisc.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 course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary Languages curriculum. You will learn how to design lesson plans and learning sequences that will engage diverse learners. You will explore and evaluate a range of pedagogy, assessment and reporting strategies that maximise learning outcomes for senior students, including developing strategies for supporting literacy, numeracy and ICT learning within Languages.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – This is a blended Learning course, and you are required to engage with Canvas materials and complete related activities. | 2hrs | Week 1 | 9 times |
| Tutorial/Workshop 1 – You are required to participate weekly in a tutorial/workshop that builds on the blended learning materials | 2hrs | Week 1 | 10 times |
Course Topics
Course topics
• Pedagogical Content Knowledge: Languages
• Secondary Curriculum Frameworks in Languages Learning Area senior phase
• Communicative Language Teaching Methods
• Cross-cultural, Asian and Indigenous perspectives
• Intercultural understanding
• Requirements for senior assessment and reporting in Languages
• Integration of resources, including information and communication technologies (ICT) into Languages
curriculum
• Strategies for differentiating teaching to meet the specific learning needs of students
What level is this course?
700 Level (Specialised)
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 | Demonstrate deep knowledge of content and pedagogy for senior secondary Language curriculum in Queensland, and identify professional learning goals in a specific curriculum area. |
Knowledgeable Creative and critical thinker |
2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5 |
| 2 | Design and implement masterful teaching and learning strategies, including ICT, that support the diversity of learners engaged in senior secondary languages learning. |
Knowledgeable Creative and critical thinker |
2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5 |
| 3 | Reflect on and evaluate senior secondary Language curriculum design and implementation with a focus on how students learn. |
Knowledgeable Creative and critical thinker |
2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5 |
| 4 | Apply the principles of assessment and moderation that measure and report on senior students' progress in Languages. |
Knowledgeable Creative and critical thinker |
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.2, 4.5, 5, 5.1, 5.2, 5.3, 5.4, 5.5 |
| 5 | Plan and teach using relevant pedagogy |
Knowledgeable Creative and critical thinker |
|
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 2 | PROFESSIONAL KNOWLEDGE: Know the content and how to teach it |
| 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. |
| 2.4 | Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
| 3 | PROFESSIONAL PRACTICE: Plan for and implement effective teaching and learning |
| 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 |
| 3.6 | Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
| 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 |
| 4.5 | 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 | PROFESSIONAL PRACTICE: Assess, provide feedback and report on student learning |
| 5.1 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
| 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 |
| 5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 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 |
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
Enrolled in Program ED706 and a Languages Teaching area or ED508 or ED705
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
It is expected that you will engage in this course when you have undertaken tertiary content courses in the teaching area allocated upon acceptance to the program of study. You will be required to draw upon that content knowledge to complete this course.
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Early feedback will be provided via results of a quiz completed prior to census
Assessment tasks
| 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 | Quiz/zes | Individual | 10% | 20 minutes |
Week 3 | Online Test (Quiz) |
| All | 2 | Oral and Written Piece | Individual | 40% | Oral: 10 minutes Written: 2000 words with references |
Week 6 | Online Submission |
| All | 3 | Creative Performance | Individual | 50% | plan a lesson and submit a 2 page lesson plan, teach that 30 minute Language lesson to your peers |
Week 10 | In Class |
| All - Assessment Task 1:On line quiz | |||||||
| Goal: | The goal of this task is to develop your understanding of the QCAA developed Senior curriculum syllabus for Languages |
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| Product: | Quiz/zes | ||||||
| Authorship Statement: | |||||||
| Format: | You will be answering a series of questions in relation to the key components of the syllabus, including aims and objectives, rationale, assessment, as well as the key structures and organisation of the syllabus. |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation |
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| All - Assessment Task 2:Advocacy video with written summary | |||||||||||||||||||
| Goal: | The goal of this task is to develop your ability to 'sell' your subject in a secondary school setting such as a subject selection evening. |
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| Product: | Oral and Written Piece | ||||||||||||||||||
| Authorship Statement: | |||||||||||||||||||
| Format: | You must explain key aspects of the syllabus, especially assessment, as well as the benefits of taking an additional Language and specific reasons why your target Language should be studied by students at Senior Secondary. |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation, Applying technologies, Information literacy |
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| All - Assessment Task 3:Micro teaching | |||||||||||||
| Goal: | The goal of this task is for you to plan a lesson, and use relevant pedagogical approaches to teach your peers a Language of your choice |
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| Product: | Creative Performance | ||||||||||||
| Authorship Statement: | |||||||||||||
| Format: | Plan a lesson, and teach that lesson for 30 mins to your peers, using appropriate senior phase pedagogical approaches and teaching skills |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
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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
Specific requirements
It is expected that all students have access to electronic devices and suitable internet access to engage with the course materials. To engage in the fieldwork in senior secondary classrooms students will be required to have a Blue Card.
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
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
Assessment: Submission penalties
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
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