| Semester 1, 2020 Online | |
| Short Description: | Multiple Pathways Sec Schools |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: EDM5001
Rationale
For most students, the senior phase of compulsory schooling occurs during late adolescence (15-19 years of age). It is an exciting and sometimes turbulent phase of life; a time to make the transition to adulthood and from school to work or further study. For most it is a time when career decisions are made. Educators have a critical role in preparing and supporting learners in this phase. They need an understanding of national and global trends, of the forces that shape society and the ever changing world of work and post compulsory education, and of the factors that, in combination, impact on career decision-making. Focus must be given to preparing secondary educators so that they can better understand, prepare and support learners as they transition from school to a range of post schooling options.
Synopsis
This course requires students to develop an advanced understanding of a range of processes, pedagogies and practices designed to enhance positive outcomes for students in the senior phase of learning and the transition from school to a range of post-school options. Prospective Secondary pre-service teachers will develop specialised skills and knowledge in a range of relevant areas including: the distinct needs of learners, Vocational Education and Training, career education and development; national policies and strategies for working with industry and employers; curriculum initiatives; and frameworks relevant to the senior phase of learning. Pre-service teachers are to engage critically with relevant specialised literature and theory and demonstrate the capacity to analyse, synthesise and evaluate a range of initiatives and options which cater for the full range of students, including those from disadvantaged backgrounds.
Objectives
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership (AITSL) - Australia Professional Standards for Teachers (APST). The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:
- demonstrate advanced and specialised knowledge of the senior phase of schooling, curriculum frameworks, factors influencing student decision-making and the use of student achievement and pathways information (Assignment 1 & 2) (APST 1.2);
- demonstrate advanced understanding of the impact of societal change on the purposes of education, the role of the educator and the role of the secondary school (Assignment 1 and 2) (APST 6.4, 7.2);
- demonstrate knowledge of contemporary education policy and initiatives and their impact on secondary schooling and the work of secondary school teachers (Assignment 1 and 2) (APST 6.4, 7.2);
- demonstrate integrated understanding of the role of stakeholders in decision-making relating to the transition of students from school to work and further education and training. This understanding includes the range of educational responses, strategies and initiatives designed to support successful transitions for all students including under-represented groups (Indigenous, Culturally and Linguistically Diverse (CALD), non-metropolitan). (Assignment 1 and 2) (APST 6.4, 7.2, 7.3);
- demonstrate advanced understanding of career planning, relevant alternatives for their students, and the impact of career planning and career education on the work of teachers (Assignment 2) (APST 2.1, 6.1, 6.4, 7.2, 7.4);
- conduct an in-depth analysis of a topic of interest related to transitions in secondary education and implications for the changing role of schools, teachers, students and the curriculum (Assignment 2) (APST 2.1, 6.2, 6.4, 7.2);
- demonstrate advanced knowledge, understanding and application of appropriate personal, professional and academic literacies (Assignment 1 and 2);
- demonstrate expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (all assignments).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Application of advanced and specialised knowledge of the senior phase of schooling, how students learn and using student achievement information in understanding student needs and pathways | 20.00 |
| 2. | Analysis and synthesis of contemporary education policy and initiatives and their impact upon secondary schooling and student transitions | 20.00 |
| 3. | Year 10 Work Studies Curriculum, Australian Blueprint for Career Development, Employability Skills/Core Skills for Work Frameworks | 20.00 |
| 4. | Using relevant theoretical frameworks for evaluation and decision making in relation to designing and implementation of career development and education programs in schools | 20.00 |
| 5. | Developing an integrated understanding of a range of complex information and relevant theories relating to the range of post-school options including Vocational Education and Training | 15.00 |
| 6. | Professional Educator | 5.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDM8011)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed ¾«¶«´«Ã½app | 45.00 |
| Independent ¾«¶«´«Ã½app | 120.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 15 Apr 2020 | |
| ASSIGNMENT 2 | 50 | 50 | 03 Jun 2020 |
Important assessment information
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Attendance requirements:
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.) -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Not applicable. -
¾«¶«´«Ã½app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the ¾«¶«´«Ã½app’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Learning and Teaching and is benchmarked against the
o internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
o professional accreditation standards of the Australian Institute for Teaching and School Leadership, and the Queensland College of Teachers’ Board of Teacher Registration.
Other requirements
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Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .
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Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.