精东传媒app

Staffing

Examiner:

Requisites

Pre-requisite: BEDU (Primary + Special Education) and BEDU (Special Education) and BPED students to complete EDC2400 prior to enrolment.
Enrolment is not permitted in EHI3005 if SPE3002 has been previously completed.

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.

Rationale

With estimates of between 5-20% of learners in regular Australian classrooms requiring additional support to access the curriculum, including the area of numeracy, this course will aim to develop the knowledge and skills that educators in special education require to address learning difficulties in numeracy in regular education and support contexts. In addition, all educators need to be prepared to teach numeracy. A knowledge of evidence based practices and differentiation, including appropriate assessment, and how they can be applied is essential for pre-service teachers. Regular education and support contexts can include providing intensive instruction to individual learners or small groups; there can also be collaboration through co-teaching in the regular classroom and/or consultation with classroom teachers.

Synopsis

This course is concerned with addressing numeracy difficulties. This course will present theoretical aspects of numeracy development and the practical application of such theory through evidence-based pedagogical practice to address numeracy difficulties within the whole class and individually. Characteristics of learners with learning difficulties such as issues with memory will be addressed, as well as the impact of such characteristics on learning numeracy skills. Appropriate assessment will be discussed, as well as how to set learning goals from the assessment results. Also included is planning using differentiation so that learners with numeracy difficulties can meet learning goals. In addressing learning difficulties educators in special education can work in a number of contexts where collaboration occurs such as co-teaching in classroom-wide implementation and consulting with classroom teachers. Effective collaboration in these contexts will be discussed.

Objectives

Topics

Text and materials required to be purchased or accessed

Reference materials

Student workload expectations

Assessment details

Important assessment information

1. Attendance requirements:
   
   It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and 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.
   
   
2. 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.
   
   
3. Penalties for late submission of required work:
   
   Students should refer to the Assessment Procedure (point 4.2.4)
   
   
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.
   
   
5. 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.
   
   
6. Examination information:
   
   There is no examination in this course.
   
   
7. Examination period when Deferred/Supplementary examinations will be held:
   
   There is no examination in this course, there will be no deferred or supplementary examinations.
   
   
8. 精东传媒app Student Policies:
   
   Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene 精东传媒app policies and practices. These policies can be found at .
   
   

Assessment notes

1. 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 .
   
   
2. 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.
   
   
3. 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 精东传媒app鈥檚 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 Bachelor of Education and is benchmarked against the:

1. 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
2. Queensland College of Teachers
3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.