EUN305 Maths/Numeracy Primary Specialisation 2
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: | EUN305 |
|---|---|
| Prerequisite(s): | EUN302 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN305 |
|---|---|
| Pre-requisite: | EUN302 |
Overview
This unit is used for administrative purposes to record the outcomes of modules 5-7 in the Maths/Numeracy primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- A deep understanding of the nature of mathematics and how this is encapsulated in all strands of the curriculum.(CLO 1)
- Capacity to identify the connections between concepts in the mathematics curriculum. (CLO 1)
- Ability to capitalise on and create opportunities for mathematics learning across all primary year levels.(CLO 6; BEd CLO 7)
- Capacity to integrate creatively mathematics across other subject areas.(CLO 4; BEd CLO 5)
- Capacity to advocate for research informed mathematics teaching and learning.(CLO 2)
- A deep understanding of the research basis for mathematics curricula and pedagogies. (CLO 2)
- A deep understanding of mathematical concepts and processes used to develop mathematical knowledge and skills. (CLO 2)
Content
- Module 5: Enact. Plan and deliver diagnostic assessment and lesson sequence.
- Module 6: Evaluate. Collect evidence of impact on your teaching and annotate
- Module 7: Reflect. What does it mean to have expert content knowledge, pedagogical content knowledge and be a highly effective classroom teacher when it comes to diagnosing students' difficulties in numeracy and mathematics?
Relates to learning outcomes
Master of Teaching course learning outcomes
1.Knowledgeable: Demonstrate comprehensive professional 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.Innovative: Lead and create innovative future- focused learning.
6.Resilient: Reframe challenges into opportunities for capacity building and learning.
Bachelor of Education course learning outcomes
1.Knowledgeable: Demonstrate comprehensive professional 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.
5.Innovative: Lead and create innovative future- focused learning.
7.Resilient: Reframe challenges into opportunities for capacity building and learning.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Learning Presentation
Document presentation of planned diagnostic and lesson sequence to demonstrate assessment for learning.
Relates to learning outcomes
Unit learning outcomes
ULOs - 1, 2, 5, 6, 7
Course learning outcomes
CLOs - 1, 2, 4 (MTeach) / 5 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Assessment not successfully completed in the allocated time will be awarded and AT grade.
Assessment: Annotated evidence of impact
Collect and annotate evidence of the impact of your enacted professional learning presentation.
Effective practice as prescribed by AITSL for Maths/numeracy specialisation.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Unit learning outcomes
ULOs - 3, 4, 5, 6, 7
Course learning outcomes
CLO - 2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Assessment not successfully completed in the allocated time will be awarded and AT grade.
Assessment: Critical reflection
Reflect on what it means to have expert content knowledge, pedagogical content knowledge and be a highly effective classroom teacher when it comes to diagnosing students' difficulties in maths/numeracy.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Unit learning outcomes
ULOs - 5, 6
Course learning outcomes
CLO - 2, 6 (MTeach) / 7 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Assessment not successfully completed in the allocated time will be awarded and AT grade.
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
There are no set resources.
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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO5, ULO6, ULO7, Annotated evidence of impact - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional Learning Presentation - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3 - Resilient: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, Critical reflection
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2 - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO5, ULO6, ULO7, Annotated evidence of impact - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Professional Learning Presentation - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, Critical reflection
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO5, ULO6, ULO7 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO3
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN305 |
|---|---|
| Pre-requisite: | EUN302 |
Overview
This unit is used for administrative purposes to record the outcomes of modules 5-7 in the Maths/Numeracy primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- A deep understanding of the nature of mathematics and how this is encapsulated in all strands of the curriculum.(CLO 1)
- Capacity to identify the connections between concepts in the mathematics curriculum. (CLO 1)
- Ability to capitalise on and create opportunities for mathematics learning across all primary year levels.(CLO 6; BEd CLO 7)
- Capacity to integrate creatively mathematics across other subject areas.(CLO 4; BEd CLO 5)
- Capacity to advocate for research informed mathematics teaching and learning.(CLO 2)
- A deep understanding of the research basis for mathematics curricula and pedagogies. (CLO 2)
- A deep understanding of mathematical concepts and processes used to develop mathematical knowledge and skills. (CLO 2)
Content
- Module 5: Enact. Plan and deliver diagnostic assessment and lesson sequence.
- Module 6: Evaluate. Collect evidence of impact on your teaching and annotate
- Module 7: Reflect. What does it mean to have expert content knowledge, pedagogical content knowledge and be a highly effective classroom teacher when it comes to diagnosing students' difficulties in numeracy and mathematics?
Relates to learning outcomes
Master of Teaching course learning outcomes
1.Knowledgeable: Demonstrate comprehensive professional 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.Innovative: Lead and create innovative future- focused learning.
6.Resilient: Reframe challenges into opportunities for capacity building and learning.
Bachelor of Education course learning outcomes
1.Knowledgeable: Demonstrate comprehensive professional 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.
5.Innovative: Lead and create innovative future- focused learning.
7.Resilient: Reframe challenges into opportunities for capacity building and learning.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Learning Presentation
Document presentation of planned diagnostic and lesson sequence to demonstrate assessment for learning.
Relates to learning outcomes
Unit learning outcomes
ULOs - 1, 2, 5, 6, 7
Course learning outcomes
CLOs - 1, 2, 4 (MTeach) / 5 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Assessment not successfully completed in the allocated time will be awarded and AT grade.
Assessment: Annotated evidence of impact
Collect and annotate evidence of the impact of your enacted professional learning presentation.
Effective practice as prescribed by AITSL for Maths/numeracy specialisation.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Unit learning outcomes
ULOs - 3, 4, 5, 6, 7
Course learning outcomes
CLO - 2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Assessment not successfully completed in the allocated time will be awarded and AT grade.
Assessment: Critical reflection
Reflect on what it means to have expert content knowledge, pedagogical content knowledge and be a highly effective classroom teacher when it comes to diagnosing students' difficulties in maths/numeracy.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Unit learning outcomes
ULOs - 5, 6
Course learning outcomes
CLO - 2, 6 (MTeach) / 7 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Assessment not successfully completed in the allocated time will be awarded and AT grade.
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
There are no set resources.
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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO5, ULO6, ULO7, Annotated evidence of impact - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional Learning Presentation - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3 - Resilient: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, Critical reflection
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2 - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO5, ULO6, ULO7, Annotated evidence of impact - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Professional Learning Presentation - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, Critical reflection
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO5, ULO6, ULO7 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO3