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Course Outline

EDU793 Teaching Senior Secondary Curriculum

Course Coordinator:David Hills (dhills2@usc.edu.au) School:School of Education and Tertiary Access

2024Semester 2

UniSC Sunshine Coast

UniSC Moreton Bay

 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 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.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. 2hrs Week 1 9 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

Course Topics

  • History of senior secondary curriculum schooling in Queensland
  • Senior secondary syllabus structure and components
  • Curriculum design and alignment
  • Discipline-specific pedagogical and content knowledge for senior secondary classroom practice
  • Teaching and learning strategies that engage senior students
  • Diagnostic, formative, summative assessment and reporting
  • Literacy, numeracy, ICT and 21st-century skills
  • Marking, feedback and moderation
  • Interpreting student assessment data to modify teaching

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

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 Apply and explain content and pedagogy for Senior Secondary curriculum in Queensland. Knowledgeable
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
Empowered
Engaged 
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
Ethical
Engaged 
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
Empowered
Engaged 
2.3, 5.1, 5.2, 5.3, 5.4, 5.5

* Competencies by Professional Body

CODE COMPETENCY
Australian Institute for Teaching and School Leadership
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.
2.5 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.
3.1 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.
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.
5.1 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

available to students enrolled in ED706 Master of Teaching (Secondary)

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.

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

Task 1 will provide feedback on progress during the class.

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 Oral and Written Piece Individual 20% 
5-minute presentation and questions 700-word reflection
 Refer to Format Online Assignment Submission with plagiarism check and in class
All 2 Plan Individual 40% 
2500 words
 Week 7 Online Assignment Submission with plagiarism check and in class
All 3 Portfolio Individual 40% 
2500 words
 Week 10 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Subject selection presentation and reflection
Goal: 
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
Format: 
Submit: Presentation: Tutorial Week 4
Written: Three days following the 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 as an appendix your presentation slides or notes.
Criteria:
No. Learning Outcome assessed
1 
Application and explanation of senior secondary curriculum, pedagogy and assessment practices in Queensland for a specific context.
 1 2 3 4
2 
Critical reflection on a key area for development using a reflective framework and literature to justify your analysis and recommendations.
 2
3 
Written communication skills and academic literacies including English expression grammar, spelling, punctuation, APA referencing conventions.
 1 4
4 
Oral communication skills that demonstrate the capacity to organise activity and provide clear directions.
 1 2
All - Assessment Task 2:Annotated unit of work and rationale
Goal: 
The goal of this task is to demonstrate your applied and synthesised knowledge of your senior secondary syllabus, discipline-specific pedagogical and curriculum knowledge.
Product: Plan
Format: 
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.
Criteria:
No. Learning Outcome assessed
1 
Apply deep knowledge of practice, pedagogy and curriculum through designing innovative learning sequences that use a range of teaching and learning strategies.
 1 2 3 4
2 
Justify teaching and assessment decisions supported by references to the relevant syllabus, QCAA processes and relevant academic literature.
 1 3
3 
Demonstrate clear written communication skills and academic literacies including English expression grammar, spelling, punctuation, APA referencing conventions.
 1 2 3
All - Assessment Task 3:Portfolio Teaching, learning and assessment
Goal: 
The goal of this task is to plan, create, explain and justify the application of curriculum, pedagogy and assessment in your senior curriculum area.
Product: Portfolio
Format: 
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.
Criteria:
No. Learning Outcome assessed
1 
Apply and explain senior secondary curriculum and assessment knowledge.
 1 4
2 
Explain, evaluate and justify data use, assessment, planning, feedback, moderation and pedagogical decision making that engage the diversity of senior secondary students.
 1 3 4
3 
Demonstrate clear written communication skills and academic literacies including English expression grammar, spelling, punctuation, APA referencing conventions.
 1 3 4

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
Required Gobby, B. & Walker, R 2022 Powers of Curriculum: Sociological Aspects of Education 2nd Oxford

Specific requirements

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.

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

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:

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

Assessment: Submission penalties

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.

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
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