Units

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Sample subject outline - Semester 1 2013

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

Rationale

An essential element of a teachers' role is designing curriculum, learning experiences and assessment to meet specified learning outcomes. To be effective, teachers must understand both the principles that underpin curriculum, pedagogy and assessment as well as the key elements of educational design that enhance the outcomes for learners. Current theories and practices of curriculum, instruction and assessment are investigated in this unit and the Professional Standards for Teachers are used as a device to discuss your developing knowledge and understanding. This unit is early in the course to introduce foundational theories and practices in the design of curriculum, pedagogy and assessment that you will then build on throughout the remainder of your course.

Aims

The aim of this unit is to introduce you to (i) principles and practices that underpin curriculum, pedagogy and assessment (ii) elements of educational design that offer enhanced outcomes for learners, and (iii) the Professional Standards for Teachers.

Objectives

On completion of this unit, you should be able to:

1. Demonstrate foundational understanding of the principles and practices of curriculum, assessment and pedagogical frameworks [QCT Standard One; QCT Standard Three; QCT Standard Five]
2. Design and implement learning experiences that develop language and literacy and that demonstrate a sound fundamental knowledge of language forms and features and textual structures of spoken/ written/ visual multimodal texts; provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard Two]
3. Identify, evaluate and select approaches to curriculum, pedagogical and assessment strategies that provide enhanced learning opportunities for all students. [QCT Standard Three]
4. Develop techniques for gathering and using student information in the design of learning experiences [QCT Standard One]
5. Demonstrate foundational knowledge of the Professional Standards for Teachers and the developing ability to reflect on professional understanding and practice [QCT Standard Ten]
6. Demonstrate acceptable standards of communication and professional responsibility. [QCT Standard Two, QCT Standard Nine]

Content

This unit introduces principles that shape current practices in curriculum, pedagogy and assessment. The intent and role of curriculum will be investigated, along with the role of teacher as designer within current practices and approaches. Current curriculum approaches and documents will be examined to assist in making informed design decisions when planning for teaching. The Professional Standards for Teachers will be investigated and used as a tool to discuss professional knowledge and understanding.

Approaches to Teaching and Learning

This unit is delivered through a combination of lectures, tutorials and group discussions. To achieve the best learning outcomes you will need to engage with the program and set resources on a weekly basis. The two assessment tasks are designed to scaffold your developing professional knowledge and understanding of curriculum, instruction, assessment as well as the Professional Standards for Teachers. First year principles will be applied as appropriate.

Assessment

Assessment in this unit is both formative and summative. Formative assessment will be provided through multiple opportunities for reflection, discussion and feedback in workshop sessions and written comments on the initial group assignment work.

Assessment name: Wikki
Description: Develop an overview of a particular educational framework (curriculum, pedagogical approach and assessment)
Length: 1000 words or equivalent
Relates to objectives: 1,2 & 3
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid semester

Assessment name: Learning Journal
Description: Compilation of reflections on learning experiences.
Length: 2000 words or equivalent
Relates to objectives: 1 - 6
Weight: 60%
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

Key resources will be made available on the Blackboard site.

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.

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: 30-Oct-2012