EUB420 Curriculum, Pedagogy and Assessment: Innovation
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB420 |
|---|---|
| Prerequisite(s): | EUB225 or EUB226 or EUB227 or EUB228 or EUB235 or EUB220 or EUB221 or EUB222 or EUB223 or EUB224 or XNB289. |
| Antirequisite(s): | CRB202, CRB206, CRB210, CRB217 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB420 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB320 or EUB321 or EUB322 or EUB323 or EUB324 or XNB399 or CRB201 or CRB205 or CRB209 or CRB213 or CRB216 or CRB203 or XNB391 or CRB207 or CRB211 or CRB214 or CRB218 |
| Anti-requisite: | CRB202, CRB206, CRB210, CRB217 |
| Coordinator: | Dann Mallet | dg.mallet@qut.edu.au |
Overview
Secondary school teachers need a range of understandings and skills to be effective practitioners in the complex social and technological environment of the classroom. The policy and practice environment of schooling provides many challenges for the graduate teacher. Grounded in your classroom experiences, this independent inquiry unit at the end of the curriculum, pedagogy and assessment suite will provide you with an opportunity to identify an area of interest related to secondary school curriculum, pedagogy and/or assessment. You will explore your area of interest with assistance and feedback from your tutor.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe and explain knowledge of curriculum, pedagogy and assessment principles and practices in the learning area(s). (Relates to CLO 1; APST 1.2, 2.1, 3.2, 3.3, 3.4,5.1)
- Demonstrate knowledge, understanding and participation in a professional learning network (Relates to CLO 2, 6; APST 7.4)
- Demonstrate knowledge in the safe and ethical use of ICTs. (Relates to CLO 8; APST 4.5)
- Construct innovative learning experiences/resources/assessment practices that are aligned to your needs and the learning needs and strengths of students with varied abilities and diverse backgrounds, including Aboriginal and Torres Strait Islander students and students with a disability (Relates to CLO 1, 4; APST 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 3.1)
- Demonstrate effective professional written communication and professional communication with a variety of stakeholders. (Relates to CLO 8, 9; APST 3.7, 7.3)
Content
The unit will begin by introducing you to a range of areas of interests that are currently challenging secondary school teachers in regard to curriculum, pedagogy and assessment. Areas of interest that may be covered in this unit include:
- Transdisciplinary ways of thinking;
- Developing innovative experiences that are sensitive to the diverse cast of learners that make up a classroom;
- Teaching controversial issues; and
- Presenting your ideas to a wider forum of stakeholders.
Early in the semester you will nominate the Area of Interest for your assessment in this unit based on what you think your professional learning needs might be (APST 7.4). Drawing upon this and your previous classroom experiences and personal interests, you will choose or negotiate with your Teaching Area Leader a Curriculum Innovation within this Area of Interest. You will conduct a self-directed inquiry in the context of your nominated teaching area, exploring relevant scholarly literature/research to establish an informed position from which to develop a response. Your response must include catering for diversity in your classroom. You will present your innovative learning experiences/resources/assessment practices to the relevant group or groups with the school community (e.g. the Parents and Citizens/Friends Association; School Leadership team; subject area curriculum team, etc.)
For assessment item two you will plan the implementation of the curriculum innovation you proposed for assessment one, including any relevant resources, activities, programs or other artefacts.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
6. Collegial - Collaborate and connect with professional networks and the wider community.
8. Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
9. Communicative - Engage and communicate effectively and professionally.
Learning Approaches
This unit will use a blended learning approach to the delivery of the learning activities. During the semester you will participate in a weekly workshop in your nominated Teaching Area, in which the various Areas of Interest will be explored with regard to your nominated teaching area. Additionally, you will participate in studio-style sessions during which you will be able to access academic expertise in regard to your chosen issue and other aspects of curriculum and pedagogy and assessment in your teaching area. There will be minimal prescribed reading, as your self-directed reading will form the main substance of your scholarly learning.
Feedback on Learning and Assessment
Feedback on your learning in this unit will be provided to you in a variety of ways:
The completion and discussion of workshop activities will support the development of your understanding and skill in regard to curriculum, pedagogy and assessment knowledge in your nominated teaching area. Similarly, the studio sessions will also support the development of your curriculum, pedagogy and assessment knowledge. Your active participation in these workshop and studio sessions will provide you with an opportunity to test your ideas, receive feedback from your peers and your tutor, and refine your understanding and skill. The feedback received through participation in the workshop and studio activities will directly contribute to your completion of the unit's summative assessment tasks.
In regard to feedback on your submitted summative assessment, you will receive feedback in multiple ways: generic comments will be provided to the entire cohort via the Canvas system; completed criterion-referenced assessment rubrics will show your achievement with regard to each criterion of the assessment task; and written or verbal comments in regard to your work.
Assessment
Overview
The summative assessment in this unit comprises of two inter-related items that progressively develop and support your inquiry and learning: the Project Proposal task; and the Project Report task.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Oral Presentation
You are an early career teacher with a great idea that you have taken to your Head of Department. He/she tells you to research the scholarly literature and engage with an expert in your area of interest. From this you will put forward a proposal for innovative resources/learning experiences/assessment practices to relevant groups within the school community (e.g. Parents and Citizens/Friends Association, the School Leadership Team, Curriculum Leaders or subject area team, etc.)
This task will assess your ability to present your innovative resources/learning experience/assessment practices to your school community. It will also assess your learning with respect to using ICTs safely and ethically.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 4, 6, 8, 9
Assessment: Implementation report
Based upon your background reading and engagement with an expert and incorporating any feedback or guidance regarding your proposal, you will construct a detailed plan for implementing your Curriculum Innovation in a school context.
This task will assess your ability to apply your knowledge of curriculum, pedagogy and/or assessment to construct innovative resources/learning experiences/assessment practices that will be of benefit to the educational community.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 4, 6, 8, 9
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Australian Curriculum, Assessment and Reporting Authority (ACARA)
https://www.acara.edu.au/curriculum
Queensland Curriculum and Assessment Authority (QCAA)
Department of Education and Training. Schools of the future - A strategy for STEM in Queensland state schools
http://advancingeducation.qld.gov.au/SiteCollectionDocuments/schools-of-the-future-stem-strategy.pdf
Links to suggested readings and resources will be published via the Canvas and/or QUT Readings systems.
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 and laboratory 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
- Understand how students learn
Relates to: Oral Presentation, Implementation report - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Oral Presentation, Implementation report - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Oral Presentation, Implementation report - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Oral Presentation, Implementation report - Strategies to support full participation of students with disability
Relates to: Oral Presentation, Implementation report
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Oral Presentation, Implementation report - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Oral Presentation, Implementation report
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Implementation report - Plan, structure and sequence learning programs
Relates to: Implementation report - Use teaching strategies
Relates to: Implementation report - Select and use resources
Relates to: Implementation report - Engage parents/carers in the educative process
Relates to: Oral Presentation
4 Professional Practice: Create and maintain supportive and safe learning environments
- Use ICT safely, responsibly and ethically
Relates to: Oral Presentation
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Oral Presentation, Implementation report
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Oral Presentation - Engage with professional teaching networks and broader communities
Relates to: Oral Presentation, Implementation report