EUB339 Curriculum, Pedagogy and Assessment: Senior Secondary Music
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: | EUB339 |
|---|---|
| Prerequisite(s): | (EUB170 or EUB242 or EUB242-2) and KMB118. EUB170 can be enrolled in the same teaching period as EUB339. |
| Equivalent(s): | EUB329 |
| 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 1 2024, Kelvin Grove, Internal
| Unit code: | EUB339 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUB170 or EUB242 or EUB242-2) and KMB118. EUB170 can be enrolled in the same teaching period as EUB339. |
| Equivalent: | EUB329 |
| 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 focuses on Music curriculum, teaching, learning and assessment in the senior years of schooling. It further explores curriculum theory and design, and approaches to teaching, learning and assessment in senior secondary years of schooling. Assessment literacy will be further developed through simulations of marking, moderation, feedback and assessment design.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply curriculum, pedagogies and assessment practices associated with the senior secondary years to plan units of work and associated resources, including ICTs.
- Justify planning and assessment decisions with reference to academic and professional literature.
- Plan ways to support a safe and inclusive learning environment for diverse learners that encourages student engagement.
- Reflect on the roles of teachers in assessment, marking and moderation.
- Plan strategies for working with parents and communicating in ethical, respectful and professional ways.
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, including interpreting and evaluating student assessment data to inform modifications to teaching practice.
- developing skills to communicate effectively, sensitively and confidentially with parents / carers in the educative process
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
Assessment in this unit will be comprised of two items.
1. Unit plan - This assessment will draw on all that you have learnt about pedagogy and assessment to plan a unit of work aligned to the senior secondary curriculum.
2. Marking and quality assurance - This assessment connects your developing assessment literacy skills to a simulation of the marking and moderation processes used in schools.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Unit plan
You will design a plan that develops the specific components of a senior unit of work.
In developing your plan you will need to :
- backward map from a senior years assessment task
- articulate unit objectives and subject matter cognitions
- include underpinning factors such as 21st century skills, literacy and numeracy
- align your design with the unit objectives
- draw on curriculum, assessment and reporting knowledge to design the learning sequences and plan.
- plan safe and engaging classroom activities with the provision of clear directions to students
- include strategies for differentiation to meet the specific learning needs of students across the full range of abilities.
- include strategies to support inclusive student participation and engagement in classroom activities giving consideration for learners from diverse backgrounds
- identify suitable resources, including ICTs, to support the relevant teaching and learning activities
- identify informal assessment strategies
This unit plan must reflect contemporary understandings of student learning, and a range of effective teaching and learning strategies of the teaching area. It must also include content that reflects the concepts, substance and structure of the teaching area.
You will need to write a rationale to justify your planning decisions with reference to academic and professional literature.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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.
Student Feedback
Compose the final feedback comment to the student about their mark. You will submit the marked student work and the final feedback comment.
Video presentation
1. 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. Discuss the purpose of keeping accurate and reliable records of student achievement, the purpose of providing timely and appropriate feedback..
2. Discuss a range of strategies for reporting to parents and students. Outline your approach for working effectively and sensitively in a confidential manner with the parent/carer of the student you marked. Include the parent/carer in the educative process by proposing strategies for the parent/carer to support the student's future learning and achievement.
3. Reflect on ways you could use formative assessment to support student learning and achievement when the same summative internal assessment task is offered next time. Using backwards mapping outline the details of one such task.
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
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB339 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUB170 or EUB242 or EUB242-2) and KMB118. EUB170 can be enrolled in the same teaching period as EUB339. |
| Equivalent: | EUB329 |
Overview
Teachers of senior secondary school need a range of knowledge, understandings and skills to be effective practitioners in the classroom. This unit focuses on Music curriculum, teaching, learning and assessment in the senior years of schooling. It further explores curriculum theory and design, and approaches to teaching, learning and assessment in senior secondary years of schooling. Assessment literacy will be further developed through simulations of marking, moderation, feedback and assessment design.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply curriculum, pedagogies and assessment practices associated with the senior secondary years to plan units of work and associated resources, including ICTs.
- Justify planning and assessment decisions with reference to academic and professional literature.
- Plan ways to support a safe and inclusive learning environment for diverse learners that encourages student engagement.
- Reflect on the roles of teachers in assessment, marking and moderation.
- Plan strategies for working with parents and communicating in ethical, respectful and professional ways.
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, including interpreting and evaluating student assessment data to inform modifications to teaching practice.
- developing skills to communicate effectively, sensitively and confidentially with parents / carers in the educative process
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
Assessment in this unit will be comprised of two items.
1. Unit plan - This assessment will draw on all that you have learnt about pedagogy and assessment to plan a unit of work aligned to the senior secondary curriculum.
2. Marking and quality assurance - This assessment connects your developing assessment literacy skills to a simulation of the marking and moderation processes used in schools.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Unit plan
You will design a plan that develops the specific components of a senior unit of work.
In developing your plan you will need to :
- backward map from a senior years assessment task
- articulate unit objectives and subject matter cognitions
- include underpinning factors such as 21st century skills, literacy and numeracy
- align your design with the unit objectives
- draw on curriculum, assessment and reporting knowledge to design the learning sequences and plan.
- plan safe and engaging classroom activities with the provision of clear directions to students
- include strategies for differentiation to meet the specific learning needs of students across the full range of abilities.
- include strategies to support inclusive student participation and engagement in classroom activities giving consideration for learners from diverse backgrounds
- identify suitable resources, including ICTs, to support the relevant teaching and learning activities
- identify informal assessment strategies
This unit plan must reflect contemporary understandings of student learning, and a range of effective teaching and learning strategies of the teaching area. It must also include content that reflects the concepts, substance and structure of the teaching area.
You will need to write a rationale to justify your planning decisions with reference to academic and professional literature.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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.
Student Feedback
Compose the final feedback comment to the student about their mark. You will submit the marked student work and the final feedback comment.
Video presentation
1. 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. Discuss the purpose of keeping accurate and reliable records of student achievement, the purpose of providing timely and appropriate feedback..
2. Discuss a range of strategies for reporting to parents and students. Outline your approach for working effectively and sensitively in a confidential manner with the parent/carer of the student you marked. Include the parent/carer in the educative process by proposing strategies for the parent/carer to support the student's future learning and achievement.
3. Reflect on ways you could use formative assessment to support student learning and achievement when the same summative internal assessment task is offered next time. Using backwards mapping outline the details of one such task.
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
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.