EUB238 Curriculum, Pedagogy and Assessment: Junior Secondary Film & Media
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: | EUB238 |
|---|---|
| Prerequisite(s): | (EUB170 or EUB242 or EUB242-2) and KPB116. EUB170 can be enrolled in the same teaching period as EUB238. |
| Equivalent(s): | EUB129 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,528 |
| International unit fee | $4,572 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUB238 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUB170 or EUB242 or EUB242-2) and KPB116. EUB170 can be enrolled in the same teaching period as EUB238. |
| Equivalent: | EUB129 |
| Coordinator: | Tricia Clark-Fookes | tricia.clarkfookes@qut.edu.au |
Overview
This unit will extend upon foundational knowledge of Film and Media curriculum and pedagogy. It will explore curriculum theory and design, subject matter and assessment intentions of the Australian Curriculum for junior secondary classrooms (Years 7-10). The unit develops skills in the design of sequences of engaging learning experiences in safe learning environments. It also develops skills in assessment (diagnostic, formative and summative, and informal and formal) and explores principles of authentic assessment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret discipline-specific curriculum and describe pedagogy and assessment approaches and practices as they relate to learning sequences and assessment design.
- Explain how theory and research into how students learn informs teaching plans and assessment design.
- Plan ways to create safe and engaging learning and assesment that caters for a diversity of students in junior secondary contexts.
- Design innovative classroom activities and learning sequences that incorporate sustainability principles and strategies for using digital technologies.
- Compare expectations with experiences of delivering safe, engaging and positive learning experiences.
- Design assessment that enables consistent and comparable judgements.
Content
In the context of junior secondary schooling, this unit will explore the following content:
- curriculum theory and design principles
- principles of discipline-appropriate planning, teaching and learning design to develop an effective learning sequence
- the role of diagnostic, formative and summative assessment, timely and appropriate feedback, and reporting knowledge in learning sequences
- the content (concepts, substance and structure) and a range of teaching strategies of the teaching area
- interpretation of discipline-specific Australian Curriculum documents
- the characteristics of discipline-specific ways of working and the implications for the design of learning
- discipline-specific pedagogical theories and associated practices
- integration of digital technologies and associated teaching strategies to expand curriculum learning opportunities for students in safe, ethical and responsible ways
- discipline-specific approaches to the integration of the topic of sustainability
- knowledge and understanding of discipline-specific literacy and numeracy strategies
- planning lesson sequences using knowledge of student learning
- curriculum differentiation and inclusive practices in relation to pedagogy and assessment, and resources to support these practices
- discipline-specific assessment literacies and assessment moderation practices to support consistent and comparable judgements.
- designing suitable summative assessment to enable consistent and comparable judgements of student learning
- safe and effective organisation of discipline-specific classroom activities and the provision of clear directions to students
More generally, this unit will also explore the following content:
- theories that inform curriculum, pedagogy, and learning
- the role of assessment at the personal as well as the international, national, state and school level.
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
There are two assessment tasks in this unit:
- Assessment design - This assessment connects discipline-specific assessment approaches with the design of assessment and associated marking guidelines to enable learners to demonstrate their learning and teachers to make consistent and comparable judgements.
- Lesson sequence - This assessment will draw on the curriculum and pedagogical approaches covered in this unit to plan and deliver a micro-teaching experience and plan a lesson sequence or sequence of lessons.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Assessment design
You will design a discipline appropriate summative assessment task for a series of junior secondary lessons. You will provide the assessment task sheet and an associated marking guide. The assessment needs to be relevant, appropriate and adaptable to a diversity of learners.
You will explain how your design aligns with relevant curriculum, supports student learning and caters for a diversity of learners. You will also describe how the associated marking guide and assessment moderation practices will enable consistent and comparable judgements.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Lesson sequence
In this task you will organise content into an effective learning and teaching sequence (including identified resources). You will show your capacity to design innovative learning experiences that are both aligned with official curriculum requirements and a cross-curriculum priority. Your planning will include use of pedagogical strategies, formative assessment, literacy and numeracy strategies, resources appropriate to your discipline area, and strategies for using ICTs to expand learning opportunities for students.
A rationale is required in this task, to explain and justify the teaching and learning approaches underpinning your planning. You will draw on research into how students learn and the implications for teaching. Your justification will outline the teaching and learning cycle in your planning, including the purpose of different forms of assessment - formal, informal, diagnostic, formative and summative.
You will also reflect on your experience of a micro-teaching episode during the unit. You will include reflection on your organisation of the classroom activities, provision of clear directions, and your use of a range of verbal and non-verbal communication strategies to support learner engagement. Your reflection will demonstrate your disciplinary knowledge, pedagogies and safe and effective classroom management.
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 general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.