EUN135 Curriculum and Pedagogy: Junior 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: | EUN135 |
|---|---|
| Prerequisite(s): | EUN120 |
| 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 2 2024, Kelvin Grove, Internal
| Unit code: | EUN135 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN120 |
| Coordinator: | Tricia Clark-Fookes | tricia.clarkfookes@qut.edu.au |
Overview
This unit will extend upon your foundational knowledge of Drama curriculum and pedagogy developed in EUN120. It will provide you with an opportunity to explore curriculum theory and design, subject matter and assessment intentions of the Australian Curriculum for junior secondary classrooms (Years 7-10). You will develop knowledge and skill in the design of a sequence of engaging learning experiences. This unit will also develop your skills in assessment (diagnostic, formative and summative, and informal and formal) and consider principles of authentic assessment and inclusive practice. You will reflect on the implications that assessment data will have upon your teaching. This unit will form the foundation for discipline-specific curriculum knowledge and pedagogies that will prepare you for your first and subsequent professional experiences to be further developed in future units on the senior secondary curriculum.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret discipline-specific curriculum and apply pedagogy and assessment approaches and practices to learning sequences and assessment design (CLO1).
- Apply scholarship and theory to justify teaching plans and assessment design (CLO2).
- Plan ways to create safe, engaging and positive learning environments in junior secondary contexts (CLO3).
- Design innovative classroom activities and learning sequences that apply discipline-specific content, theories and practices, and incorporate strategies for using digital technologies (CLO4).
- Create innovative assessment tasks that assess students' learning effectively and enable consistent and comparable judgements (CLO4).
- Reflect on your expectations of the skills required to deliver a safe, engaging and positive learning experience (CLO6).
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 in learning sequences
- the content and 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 in teaching and learning
- knowledge and understanding of discipline-specific literacy and numeracy strategies
- curriculum differentiation and inclusive practices in relation to pedagogy and assessment, and resources to support these practices
- discipline-specific assessment literacies
- 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
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.
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.
- opportunities to apply your knowledge and skills to micro-teaching situations.
- 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 about your learning and your achievement of the unit's learning goals will be provided to you in a variety of ways:
- Discussions during learning activities (face-to-face or virtual) will provide opportunities for questioning and formative feedback.
- Summative assessment criteria sheets, aligned to the unit's learning outcomes, will be provided at the beginning of the semester. Also, additional guidance for interpreting these criteria sheets in relation to each of the summative assessment tasks will be provided throughout the semester.
- The assessment criteria sheets will also be used as the basis for providing feedback about each of the summative assessment tasks. Additionally, qualitative comments/feedback may be directly attached to each of your summative assessment submissions.
- Generic comments/feedback provided to the entire cohort will be distributed via the Canvas system.
Assessment
Overview
Summative assessment in this unit will be comprised of two items. 1. A lesson sequence and reflection on micro-teaching; and 2. Development of an 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: Lesson sequence
In this task you will create a plan for a sequence of lessons (including identified resources). You will show your capacity to design learning experiences that are both aligned with official curriculum requirements and the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures. Your planning will include use of pedagogical strategies and resources appropriate to your discipline area, and strategies for using ICTs for learning.
A rationale is required in this task, to explain and justify the theoretical underpinning of your plans. You will demonstrate your understanding of curriculum and pedagogy in your discipline area, and Aboriginal and Torres Strait Islander histories, cultures and languages as they pertain to your discipline area.
You will also reflect on your experience of leading a micro-teaching episode during the unit.Your reflection will demonstrate your disciplinary knowledge, pedagogies and safe and effective classroom management.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4, 6
APST: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.5, 5.1
Assessment: Assessment Design
You will design an innovative/creative summative assessment task for a series of junior secondary lessons and provide an associated guide for making judgement.
You will provide a rationale using assessment theory to justify your design and evaluate how it can support consistent and comparable judgements of student learning. The rationale will show your understanding of the purpose of different forms of assessment - formal, informal, diagnostic, formative and summative - in the teaching and learning cycle
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4
APST: 2.1, 2.3, 3.1, 5.1, 5.2, 5.3, 5.4
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
Details of specific readings to be completed as a part of the structured learning activities will be provided via the QUT Readings system, accessible via Canvas or at QUT Readings
You will regularly access the Australian Curriculum website.
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 and/or 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 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO4, ULO5 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN135 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN120 |
Overview
This unit will extend upon your foundational knowledge of Drama curriculum and pedagogy developed in EUN120. It will provide you with an opportunity to explore curriculum theory and design, subject matter and assessment intentions of the Australian Curriculum for junior secondary classrooms (Years 7-10). You will develop knowledge and skill in the design of a sequence of engaging learning experiences. This unit will also develop your skills in assessment (diagnostic, formative and summative, and informal and formal) and consider principles of authentic assessment and inclusive practice. You will reflect on the implications that assessment data will have upon your teaching. This unit will form the foundation for discipline-specific curriculum knowledge and pedagogies that will prepare you for your first and subsequent professional experiences to be further developed in future units on the senior secondary curriculum.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret discipline-specific curriculum and apply pedagogy and assessment approaches and practices to learning sequences and assessment design (CLO1).
- Apply scholarship and theory to justify teaching plans and assessment design (CLO2).
- Plan ways to create safe, engaging and positive learning environments in junior secondary contexts (CLO3).
- Design innovative classroom activities and learning sequences that apply discipline-specific content, theories and practices, and incorporate strategies for using digital technologies (CLO4).
- Create innovative assessment tasks that assess students' learning effectively and enable consistent and comparable judgements (CLO4).
- Reflect on your expectations of the skills required to deliver a safe, engaging and positive learning experience (CLO6).
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 in learning sequences
- the content and 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 in teaching and learning
- knowledge and understanding of discipline-specific literacy and numeracy strategies
- curriculum differentiation and inclusive practices in relation to pedagogy and assessment, and resources to support these practices
- discipline-specific assessment literacies
- 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
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.
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.
- opportunities to apply your knowledge and skills to micro-teaching situations.
- 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 about your learning and your achievement of the unit's learning goals will be provided to you in a variety of ways:
- Discussions during learning activities (face-to-face or virtual) will provide opportunities for questioning and formative feedback.
- Summative assessment criteria sheets, aligned to the unit's learning outcomes, will be provided at the beginning of the semester. Also, additional guidance for interpreting these criteria sheets in relation to each of the summative assessment tasks will be provided throughout the semester.
- The assessment criteria sheets will also be used as the basis for providing feedback about each of the summative assessment tasks. Additionally, qualitative comments/feedback may be directly attached to each of your summative assessment submissions.
- Generic comments/feedback provided to the entire cohort will be distributed via the Canvas system.
Assessment
Overview
Summative assessment in this unit will be comprised of two items. 1. A lesson sequence and reflection on micro-teaching; and 2. Development of an 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: Lesson sequence
In this task you will create a plan for a sequence of lessons (including identified resources). You will show your capacity to design learning experiences that are both aligned with official curriculum requirements and the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures. Your planning will include use of pedagogical strategies and resources appropriate to your discipline area, and strategies for using ICTs for learning.
A rationale is required in this task, to explain and justify the theoretical underpinning of your plans. You will demonstrate your understanding of curriculum and pedagogy in your discipline area, and Aboriginal and Torres Strait Islander histories, cultures and languages as they pertain to your discipline area.
You will also reflect on your experience of leading a micro-teaching episode during the unit.Your reflection will demonstrate your disciplinary knowledge, pedagogies and safe and effective classroom management.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4, 6
APST: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.5, 5.1
Assessment: Assessment Design
You will design an innovative/creative summative assessment task for a series of junior secondary lessons and provide an associated guide for making judgement.
You will provide a rationale using assessment theory to justify your design and evaluate how it can support consistent and comparable judgements of student learning. The rationale will show your understanding of the purpose of different forms of assessment - formal, informal, diagnostic, formative and summative - in the teaching and learning cycle
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 4
APST: 2.1, 2.3, 3.1, 5.1, 5.2, 5.3, 5.4
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
Details of specific readings to be completed as a part of the structured learning activities will be provided via the QUT Readings system, accessible via Canvas or at QUT Readings
You will regularly access the Australian Curriculum website.
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 and/or 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 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO4, ULO5 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6