Units

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Sample subject outline - Semester 2 2012

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This is the second unit in a suite of three home economics curriculum units that you will undertake concurrently with Teaching and Learning Studies III and Field Studies II. The three units combine to form a cohesive whole, while at the same time assisting you to make the appropriate links between your home economics discipline studies, curriculum studies, and your field experiences. Each unit will provide you with an opportunity to gain understandings and skills through experience and practice. As you engage with the processes in each unit your depth and breadth of understanding of learning and teaching will increase.
As a pre-service teacher you need to develop an appreciation and understanding of the theoretical and practical knowledge and skills required by an effective practitioner in the complex social environment of the home economics classroom. You will be provided with the opportunity to observe, explore, analyse, implement and reflect on learning and teaching strategies that can be used to enhance the learning for the diversity of students found in any classroom. Effective practitioners require knowledge and understanding of factors that impact on the learning environment and how these can be managed.

In this second home economics curriculum unit you will expand on the knowledge and understandings gained from PUB343. Your curriculum planning activities will be mainly focused on the years 8-10 of schooling in the context of the home economics classroom. You will need to become more aware of the diversity of learners found in all classrooms.

Aims

The aim of this unit is to provide you with learning opportunities to continue on your journey to becoming a professional educator who can adapt to the diversity of learners in order to create an inclusive, engaging and safe learning environment for your learners and yourself.

Objectives

Throughout all aspects of this unit, sensitivity to, and an understanding of, cultural and gender related issues will be demonstrated as appropriate.

On successful completion of this unit, in the context of the home economics curriculum area, you should be able to:

1. demonstrate an understanding of the approach to curriculum design and planning used in the QSA P-10 & Levels 4-B6 syllabus documents that are used in the home economics context (TPAs: 2.5, 2.8, 3.1-3.4, 3.8, 3.9)


2. Analyse the influence that different learning styles and other factors could have on the learning environment (TPAs: 2.3, 2.4, 2.10, 3.5)


3. Implement and evaluate planned curriculum activities using a variety of resources and strategies (TPAs: 2.1, 2.5, 2.6, 3.5, 3.8)


4. Competently use a variety of learning/teaching strategies to meet the diverse needs of students in home economics classrooms that are engaging and intellectually challenging (TPAs: 2.1, 2.4, 2.5, 2.7)


5. Analyse and apply the management principles that are required to enable the successful completion of practical learning activities in the home economics context (TPAs: 2.2, 2.3, 2.4, 3.6)


6. Understand the need for, and be able to design, lessons that incorporate safe practices in the practical learning environments that are utilised in home economics (TPAs: 2.2, 3.5)


7. Critically reflect on your own learning as it relates to your ability to generate new information and ideas(TPAs: 3.6, 3.7, 3.9, 3.10)

Content

Topics to be covered in this unit:

• Learning and assessment approaches used in the P-10 & Levels 4 - B6 syllabus documents in the home economics context e.g. HPE, Technology and Home Economics Education


• Thinking skills - those applied in home economics such as critical thinking, literacies, creative thinking, problem solving, decision making, metacognition


• Different learning styles


• Practical work: Effective management strategies used in the practical learning environments


• Resources used in learning in home economics including computer technologies


• Planning lessons and/or units of work that are engaging and intellectually challenging.

Approaches to Teaching and Learning

Teaching approaches may include a selection from lectures, tutorials, guest practitioners and demonstrations; school and classroom observation; microteaching and discussion; computer and laboratory activities as appropriate; and whole class, small group and autonomous learning periods. Use is made of relevant literature. Reflection and autonomous learning will be encouraged throughout the implementation of this unit to support the notion of teacher as researcher.

Assessment

Formative

During weeks 1-9 you will be participating in workshop sessions, which will include planning activities, microteaching sessions, reflective practice, resource evaluation etc. All of these sessions will involve both feedback and evaluation, to you and by you, not all of which will be summatively assessed. These activities are designed to prepare you for the practice of learning and teaching and the assessment items. You will be required to participate in both reflective, evaluative, and research activities all of which will require you to think critically and creatively about the processes undertaken.

Summative

The following assessment items will be closely linked to the learning objectives of the Field Studies II unit.

Assessment name: Assignment
Description: Planning and research assignment. To be completed before your presentation for assessment item 2. Summative assessment.
Relates to objectives: 1, 2, 5, 6
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Before assignment 2

Assessment name: Activity
Description: Learning, Teaching and Reflection Activity. This will be linked to assignment 1. Due throughout the middle third of semester. Summative assessment.
Relates to objectives: 3, 4, 5, 6, 7
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Middle 3rd of Sem.

Assessment name: Reflective Journal/Portfolio
Description: Reflective Journal/ Portfolio of Activities. Undertaken throughout the semester.
You will be required to complete a variety of activities linked to each week's learning in this unit. Summative assessment.
Relates to objectives: 1, 2, 3, 6, 7
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts - available on line
QSA Syllabus Documents in Home Economics and Key Learning Areas.

References
Barry, K., King, L. (1998). Beginning Teaching and Beyond (3rd ed.). Katoomba: Social Science Press.

Beare, H. (2001). Creating the Future. London: Routledge Falmer.

Brady, L., Kennedy, K. (2003). Curriculum Construction (2nd ed.). Frenchs Forest: Prentice Hall.

See Education Queensland for system information regarding approaches to e.g. curriculum framework, productive pedagogies.

Home Economics Institute of Australia Inc. (2003). Making it work. Macquarie, A.C.T. Home Economics Institute of Australia Inc.

Home Economics Institute of Australia. (1999). Home economics curriculum framework (Special ed. Vol. 6, Number 3).

Killen, R. (1998). Effective Teaching Strategies: Lessons from Research and practice. NSW: Social Science Press.

Marsh, C. (2000). Handbook for Beginning Teachers (2nd ed.). Frenchs Forest: Pearson Education Australia.

Mannison, M. (1998). Interactive Teaching Strategies. QLD: Nice Business Publications.

See Queensland Studies Authority for syllabus documents and curriculum support materials.

Students are strongly encouraged to keep abreast of and use databases, websites and journal articles relevant to and recognized as valuable sources of information related to current education issues, developments in policy and the research informing these and innovation.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. However, this unit may involve practical lesson-based activities in preparation for Field Studies II. You have all attended the appropriate induction sessions required if working in the design/textile studio or laboratories at the commencement of this year where the safety precautions to be observed were outlined. You were required to read the laboratory safety manual and sign the form indicating that you had read and understood the material contained in the manual. Please direct any questions regarding safe working procedures to Lynette Duplock.

You will also be involved in school based activities while undertaking Field Studies II. You should make yourselves aware of and abide by the health and safety requirements of this workplace and you are expected to undergo any induction or other training provided in the workplace for employees or visitors to the workplace as appropriate. You should also be familiar with Education Queensland's Health & Safety Procedures Manual (DOEM) and ensure you have an uptodate blue card.

You should also be aware that when using computers, you will need to take care that you are working in a safe and ergonomically-sound environment (that is, avoidance of eyestrain, headaches, and physical stress on neck, back, arms and hands). Please consider your seating (heights, angles and distances) and the lighting in your work area (to avoid glare).

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 22-May-2012