EUB329 Curriculum, Pedagogy and Assessment: Double Degree


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 Outline: Semester 2 2025, Online

Unit code:EUB329
Credit points:12
Pre-requisite:EUB129
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

The aim of this unit is to extend your knowledge, understanding and skills from previous curriculum units with reference to the discipline-specific pedagogical and summative assessment requirements of official senior syllabuses (years 11 and 12). You will enhance your knowledge of how teaching, learning and assessment practices in senior secondary classrooms are shaped by engagement with curriculum documentation and informing theories. You will explore the ways in which the philosophical bases, principles and pedagogical requirements of syllabus documents can be interpreted into meaningful classroom practice in Queensland. You will communicate understandings of curriculum, assessment and pedagogy to a range of audiences including parents and students.

Learning Outcomes

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

  1. Demonstrate theoretical/practical knowledge and understanding of the concepts, substance and structure for effective teaching in Years 11 and (Relates to CLO 2; APST 2.1)
  2. Demonstrate knowledge and understanding about quality differentiated teaching practices that can be used in senior classrooms to meet the full range of students including Aboriginal and Torres Strait Islander students and those with a disability. (Relates to CLO 1, 4; APST 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.4)
  3. Embed twenty-first century skills in the design of effective learning and teaching sequences. (Relates to CLO 1; APST 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4)
  4. Demonstrate an understanding of assessment strategies and practices to suit the learning needs of students from diverse backgrounds including Aboriginal and Torres Strait Islander students and those with varying abilities and backgrounds. Assessment practices align with QCAA specifications and include design of formative and summative assessments, providing feedback to students and reporting to parents/carers, keeping reliable records and quality assurance processes for making comparable judgements. (Relates to CLO 1, 8; APST 3.7, 5.1, 5.2, 5.3, 5.5, 7.3)
  5. Demonstrate skills in interviewing experts in the field and conducting reviews of the literature to illicit contemporary ways of thinking in assessment practices. (Relates to CLO 8; APST 7.4)
  6. Demonstrate knowledge in the safe and ethical use of ICTs especially for the storage of interview data. (Relates to CLO 8; APST 4.5)
  7. Communicate effectively in both written and spoken language for a range of education stakeholders (Relates to CLO 9; APST 3.7, 7.3)

Content

Indicative content of the unit includes:

  • interpretation and implementation of assessment practices in line with curriculum documents;
  • design and use of summative assessment tools and associated marking and quality assurance processes; and
  • developing skills to involve parents /carers in the educative process.

Relates to learning outcomes


Course Learning Outcomes

1. Knowledgeable • Demonstrate comprehensive 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 or learners, contexts, policy and practice environments.
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

A range of blended learning approaches including lectures, tutorials, group work, performances, presentations, use of ICTs, research, discussions and self-directed, online learning activities where you will engage in collaborative activity with peers and tutors will be used in this unit. Teaching strategies are modelled in weekly workshops providing examples of teaching and learning strategies for developing knowledgeable, confident and enthusiastic learners in discipline specific areas (11-12).

Feedback on Learning and Assessment

Assessment in this unit is both formative and summative. Generic comments via QUT Canvas will be given to the whole cohort. Formative activities such as in-class and/or online tasks, reflections and discussions will support and develop your understanding of key concepts and pedagogies to teach and scaffold your learning in preparation for summative assessment. Summative feedback is given via written comments on marking rubrics/criteria sheets.

Assessment

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Project Applied

In this assessment you will be provided with a series of short response tasks that will require you to demonstrate an applied understanding of senior curriculum (years 11 and 12), current assessment theory and practices, and policy documentation in your subject area, knowledge of legislative requirements and teaching strategies that support participation and learning of students with disability, and strategies for involving parents/carers in the educative process. The knowledge underpinning this task will be an evidence base containing a review of literature around assessment, legislative documentation, senior syllabus knowledge and an interview with an expert in the field. This project will focus on formative and summative assessments, feedback strategies to enable achievement of diverse students, communicating with parents/carers, keeping reliable records and quality assurance processes for making comparable judgements.

This task will assess your:

  1. Knowledge of curriculum documents.
  2. Knowledge of assessment strategies.
  3. Professional communication.
  4. Knowledge of legislative requirements and teaching strategies that support participation and learning of students with disability
  5. Safe, ethical and responsible use of ICTs for research purposes.


Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 4, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.6, 2.1, 2.3, 3.7, 4.5, 5.1, 5.2, 5.3, 5.5, 7.3, 7.4

This is an assignment for the purposes of an extension.

Weight: 40
Length: 1800 words
Individual/Group: Individual
Due (indicative): Week 7
Related Unit learning outcomes: 1, 4, 5, 6, 7

Assessment: Professional Plan

A professional plan that develops the specific components of a senior unit of work, as informed by the official syllabus for your discipline, for approximately 18 timetabled school hours.

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. Knowledge about planning for the capable organisation of classroom activities and the provision of clear directions to students will also be evident.

  • Develop the unit objectives and subject matter cognitions;
  • Select and use resources;
  • Reflect underpinning factors such as 21st century skills; and
  • Provide for differentiation including students with a disability.


This task will assess your:

  1. Knowledge of curriculum documents.
  2. Ability to plan for effective teaching and learning. 
  3. Professional communication.


Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 4, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

This is an assignment for the purposes of an extension.

Weight: 60
Length: 2000 words
Individual/Group: Individual
Due (indicative): Week 13
Related Unit learning outcomes: 1, 2, 3, 7

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.

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

QUT Readings

Australian Curriculum, Assessment and Reporting Authority (ACARA)

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 in relation to computer use will apply.