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EDS2401 Junior Secondary Curriculum and Pedagogy

Semester 1, 2022 Springfield On-campus
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Examiner:

Requisites

Pre-requisite: ESP1200 or EDC1400 and Students must be enrolled in one of the following Programs: BEDU or BSED
Co-requisite: ESD1100

Overview

This course further builds on understandings of the professional practice of teaching. This course is required under the Professional Standards for Teachers in relation to planning units and therefore organising and sequencing subject content for effective learning experiences. A key consideration is that curriculum and pedagogy should be designed to be developmentally responsive and meet the diverse needs of junior secondary learners. This course includes a Professional Experience placement of fifteen (15) days where pre-service teachers are expected to demonstrate the ability to plan lesson sequences.

This course prepares pre-service teachers to design and construct developmentally responsive curriculum and pedagogy for junior secondary learners. In the process, it emphasises the need to be aware of key developmental touchstones and to meet the diverse needs of learners. The course caters for the range of maturational variation among young adolescences and recognises the implications of transition from primary to secondary schooling. The course explores why effective design of curriculum and pedagogy, including embedded ICTs, promotes effective schooling and how local education can be shaped to meet specific learning needs, including the needs of Aboriginal and Torres Strait Islander learners.

A 15-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.

Course learning outcomes

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership's (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

  1. contextualise curriculum for junior secondary to inform the design of unit planning, lesson sequencing and authentic assessment (APST 2.2, 2.3, 4.2);
  2. plan lesson sequences setting achievable learning goals that organise classroom activities which are developmentally responsive to junior secondary students that include a rich range of teaching strategies, including ICTs, that considers the diverse needs of students (APST 1.3, 2.2, 2.3, 3.1, 3.2, 4.2);
  3. develop a specific focus on curriculum and pedagogical design to meet the needs of Aboriginal and Torres Strait Islander learners through the incorporation of community expectations (APST 1.4, 3.2);
  4. identify a range of resources and utilise ICTs effectively for teaching and learning and assessment strategies to engage junior secondary learners (APST 2.2, 2.6, 3.4);
  5. design a unit plan which structures content and identifies a range of rich pedagogies, strategies and learning experiences for the teacher area (APST 2.1, 2.2, 2.6, 3.3);
  6. identify pedagogical strategies which will assist in managing adolescence behaviour and needs including clear directions, use of routines, and a range of verbal and non-verbal communication strategies (APST 3.5, 4.2, 4.3);
  7. demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice (1.1, 1.5, 4.1, 5.1, 5.2, 6.3, 7.1, 7.2).

Topics

Description Weighting(%)
1. Understanding the diverse needs of junior secondary learners 30.00
2. Developing a range of rich pedagogies 20.00
3. Junior secondary curriculum design and implementation 10.00
4. Unit and lesson planning 20.00
5. Responding to the needs of Aboriginal and Torres Strait Islander learners 10.00
6. Incorporating a range of ICTs to designs for curriculum, pedagogy and assessment 10.00

Text and materials required to be purchased or accessed

Main, K, Pendergast, DL & Bahr, NM (eds) 2017, Teaching middle years: rethinking curriculum, pedagogy and assessment, 3rd edn, Allen & Unwin, Crows Nest, New South Wales.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%)
PROFESSIONAL EXPERIENCE
ASSIGNMENT 1 40
ASSIGNMENT 2 60
Date printed 10 February 2023