In this course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary curriculum in your second teaching area. You will learn how to design lesson plans and learning sequences that will engage diverse learners based on critical reflection on current trends in your teaching area. 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 your second teaching area.
|Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts.||1hr||Week 1||10 times|
|Tutorial/Workshop 1 – A blended learning approach is used to deliver the workshop component of the course. The workshop is synchronous using technology-enabled learning and teaching experience that involves on-campus engagement and application of learning materials.||2hrs||Week 1||10 times|
|Independent Study/Research – In addition to engaging with the learning materials and workshop sessions and completing the assessable tasks, you are required to engage in self-directed learning using the Canvas course modules and current research/reading via USC library databases and the required/recommended textbooks and resources.||2hrs||Week 1||10 times|
|Seminar – Online||2hrs||Week 2||3 times|
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||Apply and explain content and pedagogy for Senior Secondary curriculum in Queensland.||
Creative and critical thinker
2.1, 2.2, 3.1, 3.2
|2||Apply and explain a range of teaching and learning strategies, including ICT, that provide achievable challenges and engage the diversity of students in senior secondary.||
Creative and critical thinker
2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5
|3||Explain, evaluate and justify teaching and learning strategies, that incorporate ICT, literacy, numeracy and 21st-century skill for senior secondary students.||
Creative and critical thinker
2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5
|4||Plan, create, evaluate and justify the principles of assessment, moderation, feedback and reporting that measure senior students' progress towards achievement standards in senior secondary.||
Creative and critical thinker
2.3, 5.1, 5.2, 5.3, 5.4, 5.5
|Australian Institute for Teaching and School Leadership|
|2.1||Content and teaching strategies of the teaching area|
|2.2||Content selection and organisation|
|2.3||Curriculum, assessment and reporting|
|2.5||Literacy and numeracy strategies|
|2.6||Information and Communication Technology (ICT)|
|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|
|4.1||Support student participation|
|4.2||Manage classroom activities|
|4.5||Use ICT safely, responsibly and ethically|
|5.1||Assess student learning|
|5.2||Provide feedback to students on their learning|
|5.3||Make consistent and comparable judgements|
|5.4||Interpret student data|
|5.5||Report on student achievement|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
available to students enrolled in ED706 Master of Teaching (Secondary)
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).|
Task 1 will provide feedback on progress during the class.
|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||Oral and Written Piece||Individual||20%||
5-minute presentation and questions 700-word reflection
|Refer to Format||Online Assignment Submission with plagiarism check|
|Week 7||Online Assignment Submission with plagiarism check and in class|
|Week 10||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Subject selection presentation and reflection|
The goal of this task is to identify and apply senior secondary curriculum and assessment processes and reflect on your performance to identify future professional development goals and plans.
|Product:||Oral and Written Piece|
Submit: Presentation: Tutorial Week 4 Written: Three days following presentation You have been selected by the Head of Department to attend the senior subject evening to talk to parents and students about the value of your second teaching area subject at an allocated school. In this 5-minute presentation, you will identify and apply the content, underlying philosophy, and pedagogy of the subject, including how it engages senior secondary students. You will answer questions about how the senior secondary subject contributes to the Queensland Certificate of Education and/or ATAR. After the presentation, you will respond to questions from students and parents/ carers. Three days following the presentation, you will prepare a reflection that explores one key area for development related to your ability to organise and engage participants. A reflection framework should be selected and referenced. Include your as an appendix your presentation slides or notes.
|All - Assessment Task 2:Annotated unit of work and rationale|
The goal of this task is to demonstrate your applied and synthesised knowledge of your senior secondary syllabus, discipline-specific pedagogical and curriculum knowledge.
Using one of the units from your senior secondary syllabus, design a unit plan that demonstrates your: - Discipline-specific pedagogical and content knowledge for senior secondary classroom practice - Range of teaching strategies including literacy and numeracy - Curriculum, planning and teaching strategies that engage senior students and their application in the senior syllabus with reference to the development of 21st-century skills - Capacity to develop learning goals that create achievable challenges - Use of a range of teaching strategies and resources - Understanding of the role of formative assessment in teaching and learning - Understanding of QCAA policies and practices. In your rationale, justify your curriculum, teaching and assessment decisions using references to your syllabus, QCAA processes and relevant academic literature.
|All - Assessment Task 3:Portfolio Teaching, learning and assessment|
The goal of this task is to plan, create, explain and justify the application of curriculum, pedagogy and assessment in your senior curriculum area.
Select one summative internal or school-based (teacher-designed) sample assessment task from the QCAA. You will critically analyse the task to demonstrate your ability to apply your understanding of curriculum, pedagogy and assessment in your Senior Secondary Curriculum area for an allocated school site. Your portfolio needs to critically analyse the application of this task in the school context based on the syllabus and contemporary literature. Your portfolio needs to include: • Identify how the selected summative assessment task connects to the final grade awarded for this subject. • Analyse the school profile and justify implications for engaging senior secondary students at this school. • Identify the specific classroom level data that you would have available to you as a senior secondary teacher before the commencement of the teaching and assessment related to this task? Explain how you might use this data in your practice? • Critically analyse the sample task identify the strengths and weaknesses of the task for the students at the allocated school based on the syllabus and contemporary literature. • Identify and justify two modifications you would make to this task. • Explain and justify the process quality assurance that relates to the design, development, marking and moderation of this task.
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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Brad Gobby,Rebecca Walker||2017||Powers of Curriculum||n/a||Oxford University Press, USA|
It is expected that all students have access to electronic devices and suitable internet access to engage with the course materials. Bring Your Own Device (BYOD) is required for each tutorial session. Exams will be undertaken using a BYOD.
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
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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