EUB326 Curriculum, Pedagogy and Assessment: Senior Secondary Mathematics

Unit Outline: Semester 1 2025, Kelvin Grove, Internal

Overview

Teachers of senior secondary school need a range of knowledge, understandings and skills to be effective practitioners in the classroom. This unit focuses on Mathematics curriculum, teaching, learning and assessment in the senior years of schooling. It further explores curriculum theory and design, and approaches to teaching, learning and assessment in senior secondary years of schooling. Assessment literacy will be further developed through simulations of marking, moderation, feedback and assessment design.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Apply curriculum, pedagogies and assessment practices associated with the senior secondary years to plan units of work and associated resources, including ICTs.
2. Justify planning and assessment decisions with reference to academic and professional literature.
3. Plan ways to support a safe and inclusive learning environment for diverse learners that encourages student engagement.
4. Reflect on the roles of teachers in assessment, marking and moderation.
5. Plan strategies for working with parents and communicating in ethical, respectful and professional ways.

Content

Learning Approaches

In this unit you will learn through engaging in the following:

• Workshops (online and/or face-to-face);
• Online self-directed learning;
• Personal research and readings;
• Collaborative activities with peers.

Feedback on Learning and Assessment

Feedback in this unit is provided to you in the following ways:

• feedback from peers during group discussions
• unit coordinator and tutor comments to the cohort
• feedback on the criteria sheets for summative assessment tasks
• formative assessment early in the teaching period.

Assessment

Overview

Assessment in this unit will be comprised of two items.

1. Unit plan - This assessment will draw on all that you have learnt about pedagogy and assessment to plan a unit of work aligned to the senior secondary curriculum.

2. Marking and quality assurance - This assessment connects your developing assessment literacy skills to a simulation of the marking and moderation processes used in schools.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Unit Plan

You will design a plan that develops the specific components of a senior unit of work.

In developing your plan you will need to:

• backward map from a senior years assessment task
• articulate unit objectives and subject matter cognitions
• include underpinning factors such as 21st century skills, literacy and numeracy
• align your design with the unit objectives
• draw on curriculum, assessment and reporting knowledge to design the learning sequences and plan.
• plan safe and engaging classroom activities with the provision of clear directions to students
• include strategies for differentiation to meet the specific learning needs of students across the full range of abilities.
• include strategies to support inclusive student participation and engagement in classroom activities giving consideration for learners from diverse backgrounds
• identify suitable resources, including ICTs, to support the relevant teaching and learning activities
• identify informal assessment strategies

This unit plan must reflect contemporary understandings of student learning, and a range of effective teaching and learning strategies of the teaching area. It must also include content that reflects the concepts, substance and structure of the teaching area.

You will need to write a rationale to justify your planning decisions with reference to academic and professional literature.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Marking and Quality Assurance

In this assessment you will be considering marking and moderation processes, and discipline-specific assessment approaches and techniques.

Marking and Moderation Processes

You will be provided with a work sample and corresponding marking criteria.

Individually mark a response to a summative internal assessment task using approved marking criteria.

As a group, you will undertake a quality assurance process similar to practices that occur in schools, to ensure that you are making consistent and comparable judgements among your teaching peers. As part of quality assurance confer with your teaching peers to confirm the mark awarded. You will submit evidence of the meeting.

Feedback and Parent meeting

Compose the final feedback comment to the student about their mark. You will submit the marked student work and the final feedback comment.

Video presentation

1. Reflect on the marking and moderation process to identify your own strengths, weaknesses and what aspect of your practice needs to be strengthened to use the marking criteria. Discuss the purpose of keeping accurate records of student achievement.

2. Discuss a range of strategies for reporting to parents and students. Outline your approach for working effectively and sensitively in a confidential manner with the parent/carer of the student you marked. Include the parent/carer in the educative process by proposing strategies for the parent/carer to support the student's future learning and achievement.

3. Reflect on ways you could use formative assessment to support student learning and achievement when the same summative internal assessment task is offered next time. Using backwards mapping outline the details of one such task.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Unit Plan
2. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Unit Plan

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Unit Plan
2. Content selection and organisation
   Relates to: Unit Plan
3. Curriculum, assessment and reporting
   Relates to: Unit Plan
4. Literacy and numeracy strategies
   Relates to: Unit Plan

3 Professional Practice: Plan for and implement effective teaching and learning

1. Establish challenging learning goals
   Relates to: Unit Plan
2. Plan, structure and sequence learning programs
   Relates to: Unit Plan
3. Use teaching strategies
   Relates to: Unit Plan
4. Select and use resources
   Relates to: Unit Plan
5. Engage parents/carers in the educative process
   Relates to: Marking and Quality Assurance

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Unit Plan
2. Manage classroom activities
   Relates to: Unit Plan
3. Use ICT safely, responsibly and ethically
   Relates to: Unit Plan

5 Professional Practice: Assess, provide feedback and report on student learning

1. Assess student learning
   Relates to: Unit Plan, Marking and Quality Assurance
2. Provide feedback to students on their learning
   Relates to: Marking and Quality Assurance
3. Make consistent and comparable judgements
   Relates to: Marking and Quality Assurance
4. Interpret student data
   Relates to: Marking and Quality Assurance
5. Report on student achievement
   Relates to: Marking and Quality Assurance

7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community

1. Engage with the parents/carers
   Relates to: Marking and Quality Assurance

Course Learning Outcomes

ED59 Bachelor of Education (Secondary)

1. Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
   Relates to: ULO1, Unit Plan
2. Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Unit Plan, Marking and Quality Assurance
3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Unit Plan
4. Reflective: Reframe challenges into opportunities for capacity building and learning.
   Relates to: ULO4, Marking and Quality Assurance
5. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
   Relates to: ULO5, Marking and Quality Assurance