XNB289 Curriculum, Pedagogy and Assessment: Junior Secondary Health and Physical Education
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: | XNB289 |
|---|---|
| Prerequisite(s): | EUB170 or EUB242 or EUB242-2. EUB170 can be enrolled in the same teaching period as XNB289. |
| Equivalent(s): | XNB299 |
| 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 2 2024, Kelvin Grove, Internal
| Unit code: | XNB289 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB170 or EUB242 or EUB242-2. EUB170 can be enrolled in the same teaching period as XNB289. |
| Equivalent: | XNB299 |
| Coordinator: | Hugh Shannon | h.shannon@qut.edu.au |
Overview
This unit will extend upon foundational knowledge of Health and Physical Education 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 assessment that caters for a diversity of students in junior secondary contexts.
- Design innovative classroom activities and learning sequences that apply discipline-specific content, theories and practices, and incorporate strategies for using digital technologies.
- Compare expectations with experiences of delivering safe, engaging and positive learning experiences.
- Design assessment that aligns with learning intentions and 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.
- 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
The following strategies are used to provide you with feedback in this unit:
- weekly class, peer, and individual teacher and student directed discussions
- weekly formative assessment task worksheets
- weekly self-assessment of teaching and learning through individual reflection
- practice summative assessment task
- summative assessment criteria descriptors aligned to unit learning outcomes
- qualitative comments provided on summative tasks
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
Summative assessment in this unit will be comprised of two items.
1. A lesson sequence and development of an assessment task - This assessment connects discipline-specific pedagogical and assessment approaches with the design of a lesson sequence and assessment task with associated marking guidelines to enable learners to demonstrate their learning and teachers to make consistent and comparable judgements.
2. Analytical reflective statement -This assessment will draw on the curriculum, pedagogical and assessment approaches, and safe learning environment organisation skills covered in this unit to reflect on a micro-teaching experience.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Lesson sequence and assessment design
In this task you will create a plan for a sequence of lessons (including identified resources). You will show your capacity to design innovative learning experiences that are aligned with official curriculum requirements. Your planning will include use of pedagogical strategies, literacy and numeracy strategies, formative assessment, 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 teaching and learning approaches underpinning your planning. You will show your understanding of the purpose of different forms of assessment - formal, informal, diagnostic, formative and summative - in the teaching and learning cycle. You will demonstrate your understanding of curriculum and pedagogy in your discipline area, and sustainability as it pertains to your discipline area.
You will also design a summative assessment task for the series of junior secondary lessons, such as a project, extended problem-solving task or performance (not an examination). 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: Analytical reflective statement
Building on Task 1, you will reflect on your teaching experiences with students from a local school during the unit. Your reflection, utilising the 4Rs Model of Reflective Thinking, will demonstrate your disciplinary knowledge, pedagogies, understanding of assessment approaches, and safe and effective classroom management.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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.
Risk Assessment Statement
This unit involves active participation in physical activity. All students must complete a Pre-exercise Screening Form (ESSA 2011) in which you will be required to detail for the unit coordinator and class tutor any medical conditions or injuries. You need to wear clothing and athletic shoes appropriate to the conditions. Consideration should be given to issues associated with sun safety, including items such as headwear, sunscreen and sunglasses. There are no other risks beyond the ordinary.
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: Lesson sequence and assessment design
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Lesson sequence and assessment design, Analytical reflective statement - Content selection and organisation
Relates to: Lesson sequence and assessment design - Curriculum, assessment and reporting
Relates to: Lesson sequence and assessment design - Literacy and numeracy strategies
Relates to: Lesson sequence and assessment design - Information and Communication Technology (ICT)
Relates to: Lesson sequence and assessment design
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Lesson sequence and assessment design, Analytical reflective statement - Plan, structure and sequence learning programs
Relates to: Lesson sequence and assessment design - Use teaching strategies
Relates to: Lesson sequence and assessment design - Select and use resources
Relates to: Lesson sequence and assessment design - Use effective classroom communication
Relates to: Lesson sequence and assessment design
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Lesson sequence and assessment design, Analytical reflective statement - Manage classroom activities
Relates to: Lesson sequence and assessment design, Analytical reflective statement - Manage challenging behaviour
Relates to: Analytical reflective statement - Maintain student safety
Relates to: Lesson sequence and assessment design, Analytical reflective statement - Use ICT safely, responsibly and ethically
Relates to: Lesson sequence and assessment design
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Lesson sequence and assessment design, Analytical reflective statement - Provide feedback to students on their learning
Relates to: Lesson sequence and assessment design - Make consistent and comparable judgements
Relates to: Lesson sequence and assessment design - Interpret student data
Relates to: Lesson sequence and assessment design
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO6, Lesson sequence and assessment design, Analytical reflective statement - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Lesson sequence and assessment design, Analytical reflective statement - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Lesson sequence and assessment design - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Lesson sequence and assessment design - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO5, Analytical reflective statement