EUN235 Curriculum and Pedagogy: Senior Secondary Drama
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: | EUN235 |
|---|---|
| Prerequisite(s): | EUN135 or EUN121 or EUN122 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN235 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN135 or EUN121 or EUN122 |
| Coordinator: | Tricia Clark-Fookes | tricia.clarkfookes@qut.edu.au |
Overview
Teachers of senior secondary school need a range of knowledge, understandings and skills to be effective practitioners in the classroom. This unit builds on your introductory curriculum work in EUN120 and your Junior Secondary Drama unit and applies it to the senior years of schooling. The unit focuses on extending your knowledge of curriculum theory and design, teaching, learning and assessment in discipline-specific subjects in the senior secondary years. It introduces you to the ways in which their philosophical bases, principles and pedagogical requirements can be interpreted into meaningful classroom practice. The unit proposes that effective teaching in the senior years results from the integration of theory and practice and through continual critical reflection. It encourages you to shape your own discipline-specific pedagogy together with your personal teaching philosophy.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret and apply discipline-specific senior secondary curriculum documents, pedagogies and assessment practices associated with the senior secondary years (CLO1).
- Reflect critically on the ways in which theories of assessment and learning inform and justify planning, assessment and practice in senior secondary education learning areas (CLO2).
- Implement discipline-specific marking, quality assurance and reporting practices to develop assessment literacy as a secondary school teacher (CLO2).
- Plan ways to create and maintain an inclusive and supportive learning environment for diverse learners that encourages student engagement (CLO3).
- Design a unit plan that incorporates innovative teaching and assessment strategies, and a range of ICT resources (CLO4).
- Compose communication with parents that is ethical and respectful (CLO7 & 8).
Content
In the context of senior secondary schooling, this unit will explore the following content:
- curriculum theory and design principles that underpin the senior curriculum
- interpretation of discipline-specific senior secondary syllabus and assessment requirements
- terms, cognitive verbs and concepts in the senior syllabus
- development of teaching, learning and assessment plans for senior units
- discipline-specific pedagogies
- selection and creation of teaching and learning resources, including those that are ICT-based
- ways to engage students, manage classroom activities, safety and ICT considerations
- development of literacy and numeracy skills
- design and use of formative and summative assessment tools and associated marking and quality assurance processes including the use of individual subject marking guides
- the purpose of providing timely and appropriate feedback to students, and keeping accurate and reliable records of student achievement
- ways to prepare school students for external assessment requirements
- developing skills to communicate effectively, sensitively and confidentially with parents / carers in the educative process
Learning Approaches
This unit will provide you with opportunities to engage with both theory and practice. As an adult learner you will be expected to be an active agent in your own learning. There will be opportunities for both independent and collaborative learning to apply your knowledge and skills to teaching and assessment situations in the senior years.
Learning will include a range of the following activities:
- reading various academic, institutional and professional articles (provided via the QUT Readings system).
- synchronous learning activities (i.e., internal students will attend weekly on-campus workshops and online students will participate in shorter virtual workshops facilitated using the university's online learning systems).
- asynchronous learning activities (e.g., contribution to online discussion forums). These activities will contribute to on-campus and virtual workshops.
- modelling of evidence-based theories regarding secondary school curriculum and pedagogy in which you will have the opportunity to participate. These will allow you to experience and reflect upon effective teaching and learning in secondary school settings.
- critically engage with collaborative processes to enact quality assurance for senior assessment.
- self-directed learning (e.g., reading more broadly than the prescribed texts) to extend or deepen your understanding of the unit's content.
- reflecting on your developing professional knowledge of curriculum, pedagogy and assessment.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed in class
- comments on summative assessment work in addition to criteria
- generic comments back to the cohort via QUT Canvas
- criteria referenced grading
- oral feedback from peers.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative feedback will be provided in class by peers and tutors in both written and verbal formats. Summative assessment in this unit will be comprised of two items.
1. A teaching, learning and assessment plan; and
2. Marking and moderation of a senior years assessment task.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Unit Plan
A professional plan that develops the specific components of a senior unit of work for approximately 18 timetabled school hours.
Tasks include
- backward map from a senior years assessment task
- articulate unit objectives and subject matter cognitions
- include underpinning factors such as 21st century skills
- design a senior unit of work aligning with the unit objectives
- include an innovative learning experience requiring parental communication to involve parents in the educative process
- plan safe and engaging classroom activities with the provision of clear directions to students
- provide for differentiation and consideration for diverse learners
- identify suitable resources, including ICTs, to support the relevant teaching and learning activities.
This unit must reflect current disciplinary and theoretical approaches which contribute to an understanding of teaching strategies and their application in classroom-based learning experiences.
You will need to write a rationale to justify your planning decisions with reference to scholarly resources.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4
APST: 1.3,1.4,1.5,1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.7, 4.1, 4.5, 5.1
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 and the marked student work.
Compose the final feedback comment to the student about their mark. Outline your meeting notes for working effectively and sensitively in a confidential interview with the parent/carer of the student you marked.
Critical Reflection
Critically reflect on discipline-specific assessment approaches and techniques from the senior curriculum in a video reflection with accompanying presentation slides.
In the video you will also discuss the purpose of keeping accurate records of student achievement, and 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.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 7, 8
APST: 3.7, 5.1, 5.2, 5.3, 5.4, 5.5, 7.3
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
Recommended text(s)
Klenowski, V., & Wyatt-Smith, C. (2011) The impact of high stakes testing: the Australian story. Assessment in Education: Principles, Policy and Practice
Other
ACARA website
Queensland Curriculum and Assessment Authority (QCAA).
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer/laboratory use will apply.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4 - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO5 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO6 - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN235 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN135 or EUN121 or EUN122 |
Overview
Teachers of senior secondary school need a range of knowledge, understandings and skills to be effective practitioners in the classroom. This unit builds on your introductory curriculum work in EUN120 and your Junior Secondary Drama unit and applies it to the senior years of schooling. The unit focuses on extending your knowledge of curriculum theory and design, teaching, learning and assessment in discipline-specific subjects in the senior secondary years. It introduces you to the ways in which their philosophical bases, principles and pedagogical requirements can be interpreted into meaningful classroom practice. The unit proposes that effective teaching in the senior years results from the integration of theory and practice and through continual critical reflection. It encourages you to shape your own discipline-specific pedagogy together with your personal teaching philosophy.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret and apply discipline-specific senior secondary curriculum documents, pedagogies and assessment practices associated with the senior secondary years (CLO1).
- Reflect critically on the ways in which theories of assessment and learning inform and justify planning, assessment and practice in senior secondary education learning areas (CLO2).
- Implement discipline-specific marking, quality assurance and reporting practices to develop assessment literacy as a secondary school teacher (CLO2).
- Plan ways to create and maintain an inclusive and supportive learning environment for diverse learners that encourages student engagement (CLO3).
- Design a unit plan that incorporates innovative teaching and assessment strategies, and a range of ICT resources (CLO4).
- Compose communication with parents that is ethical and respectful (CLO7 & 8).
Content
In the context of senior secondary schooling, this unit will explore the following content:
- curriculum theory and design principles that underpin the senior curriculum
- interpretation of discipline-specific senior secondary syllabus and assessment requirements
- terms, cognitive verbs and concepts in the senior syllabus
- development of teaching, learning and assessment plans for senior units
- discipline-specific pedagogies
- selection and creation of teaching and learning resources, including those that are ICT-based
- ways to engage students, manage classroom activities, safety and ICT considerations
- development of literacy and numeracy skills
- design and use of formative and summative assessment tools and associated marking and quality assurance processes including the use of individual subject marking guides
- the purpose of providing timely and appropriate feedback to students, and keeping accurate and reliable records of student achievement
- ways to prepare school students for external assessment requirements
- developing skills to communicate effectively, sensitively and confidentially with parents / carers in the educative process
Learning Approaches
This unit will provide you with opportunities to engage with both theory and practice. As an adult learner you will be expected to be an active agent in your own learning. There will be opportunities for both independent and collaborative learning to apply your knowledge and skills to teaching and assessment situations in the senior years.
Learning will include a range of the following activities:
- reading various academic, institutional and professional articles (provided via the QUT Readings system).
- synchronous learning activities (i.e., internal students will attend weekly on-campus workshops and online students will participate in shorter virtual workshops facilitated using the university's online learning systems).
- asynchronous learning activities (e.g., contribution to online discussion forums). These activities will contribute to on-campus and virtual workshops.
- modelling of evidence-based theories regarding secondary school curriculum and pedagogy in which you will have the opportunity to participate. These will allow you to experience and reflect upon effective teaching and learning in secondary school settings.
- critically engage with collaborative processes to enact quality assurance for senior assessment.
- self-directed learning (e.g., reading more broadly than the prescribed texts) to extend or deepen your understanding of the unit's content.
- reflecting on your developing professional knowledge of curriculum, pedagogy and assessment.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed in class
- comments on summative assessment work in addition to criteria
- generic comments back to the cohort via QUT Canvas
- criteria referenced grading
- oral feedback from peers.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative feedback will be provided in class by peers and tutors in both written and verbal formats. Summative assessment in this unit will be comprised of two items.
1. A teaching, learning and assessment plan; and
2. Marking and moderation of a senior years assessment task.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Unit Plan
A professional plan that develops the specific components of a senior unit of work for approximately 18 timetabled school hours.
Tasks include
- backward map from a senior years assessment task
- articulate unit objectives and subject matter cognitions
- include underpinning factors such as 21st century skills
- design a senior unit of work aligning with the unit objectives
- include an innovative learning experience requiring parental communication to involve parents in the educative process
- plan safe and engaging classroom activities with the provision of clear directions to students
- provide for differentiation and consideration for diverse learners
- identify suitable resources, including ICTs, to support the relevant teaching and learning activities.
This unit must reflect current disciplinary and theoretical approaches which contribute to an understanding of teaching strategies and their application in classroom-based learning experiences.
You will need to write a rationale to justify your planning decisions with reference to scholarly resources.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4
APST: 1.3,1.4,1.5,1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.7, 4.1, 4.5, 5.1
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 and the marked student work.
Compose the final feedback comment to the student about their mark. Outline your meeting notes for working effectively and sensitively in a confidential interview with the parent/carer of the student you marked.
Critical Reflection
Critically reflect on discipline-specific assessment approaches and techniques from the senior curriculum in a video reflection with accompanying presentation slides.
In the video you will also discuss the purpose of keeping accurate records of student achievement, and 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.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 7, 8
APST: 3.7, 5.1, 5.2, 5.3, 5.4, 5.5, 7.3
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
Recommended text(s)
Klenowski, V., & Wyatt-Smith, C. (2011) The impact of high stakes testing: the Australian story. Assessment in Education: Principles, Policy and Practice
Other
ACARA website
Queensland Curriculum and Assessment Authority (QCAA).
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer/laboratory use will apply.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4 - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO5 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO6 - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6