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.
|Learning materials – You are required to engage with associated activities and required/recommended course reading materials accessed through Canvas||2hrs||Week 1||10 times|
|Tutorial/Workshop 1 – A mix of synchronous and asynchronous materials and activities accessible through Canvas. This course will be supported by technology-enabled learning and teaching.||2hrs||Week 1||10 times|
• 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
• Strategies for differentiating teaching to meet the specific learning needs of students
700 Level (Specialised)
|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.||
Creative and critical thinker
2, 2.1, 2.2, 2.3, 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, 5.5
|2||Design and implement masterful teaching and learning strategies, including ICT, that support the diversity of learners engaged in senior secondary languages learning.||
Creative and critical thinker
2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3, 3.1, 3.2, 3.3, 4.5
|3||Reflect on and evaluate senior secondary Language curriculum design and implementation with a focus on how students learn.||
Creative and critical thinker
2, 2.1, 2.2, 2.3, 3, 3.1, 3.2, 3.3, 3.6
|4||Apply the principles of assessment and moderation that measure and report on senior students' progress in Languages.||
Creative and critical thinker
5, 5.1, 5.2, 5.3, 5.5
|Australian Institute for Teaching and School Leadership|
|2||Know the content and how to teach it|
|2.1||Content and teaching strategies of the teaching area|
|2.2||Content selection and organisation|
|2.3||Curriculum, assessment and reporting|
|2.4||Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians|
|2.5||Literacy and numeracy strategies|
|2.6||Information and Communication Technology (ICT)|
|3||Plan for and implement effective teaching and learning|
|3.1||Establish challenging learning goals|
|3.2||Plan, structure and sequence learning programs|
|3.3||Use teaching strategies|
|3.4||Select and use resources|
|3.5||Use effective classroom communication|
|3.6||Evaluate and improve teaching programs|
|4.1||Support student participation|
|4.2||Manage classroom activities|
|4.5||Use ICT safely, responsibly and ethically|
|5||Assess, provide feedback and report on student learning|
|5.1||Assess student learning|
|5.2||Provide feedback to students on their learning|
|5.3||Make consistent and comparable judgements|
|5.5||Report on student achievement|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program ED706 and a Languages Teaching area
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.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Early feedback will be provided during workshops
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|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|
The artefacts will be supported by a written justification of 2500 words, supported by relevant referencing to justify choices. The artefacts are not included in the word count.
|Week 10||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:On line quiz|
The goal of this task is to develop your understanding of the QCAA developed Senior curriculum syllabus for Languages
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.
|All - Assessment Task 2:Advocacy video with written summary|
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.
|Product:||Oral and Written Piece|
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.
|All - Assessment Task 3:Formative assessment artefact|
The goal of this task is for you to create a formative assessment artefact for a QCAA senior Languages syllabus.
Conceptualise an authentic assessment task for Languages, develop a learning sequence, create a task sheet for students and write an accompanying ISMG based on Syllabus Unit 1 or 2 and aligned to a summative assessment task and a corresponding formal ISMG for units 3 and 4
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. Directed study hours may vary by location. 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.
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.
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: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
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