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

This is the first unit in a suite of three home economics curriculum units that you will undertake concurrently with Teaching and Learning Studies II and Field Studies I. 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 should increase.

As a preservice educator you need to be introduced to 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, and reflect on learning and teaching strategies that can be used to enhance learning for the diversity of students found in any classroom. Effective practitioners require a knowledge and understanding of factors that impact on the learning environment and how these can be managed.

In this first curriculum unit you will be introduced to the nature of the home economics curriculum area and to documents such as syllabuses that impact significantly on planning for learning and teaching in the home economics classroom.

Aims

The aim of this unit is to introduce you to learning and teaching in the field of home economics from both the theoretical and practical perspective. You will be encouraged to critically reflect on your own learning.

Objectives

Throughout all aspects of this unit you will be required to demonstrate 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. Reflect on the nature of home economics and the contribution this field of study makes to the broader goals of schooling
2. Demonstrate an understanding of the philosophies underpinning the suite of syllabuses used in the area of home economics
3. Explore some theories of learning in both a theoretical mode and as an active observer in home economics classrooms
4. Identify the unique features that characterise learning in home economics
5. Research and apply a range of basic learning/teaching strategies in a home economics context
6. Demonstrate the establishment of safe and effective learning environments for students undertaking home economics studies
7. Reflect on and appreciate the value of planning and using the principles of inclusivity to optimise student learning in classroom environments designed using the principles of inclusivity

Content

Major topics addressed in this unit include:

1. The nature of the home economics curriculum area and its role and contribution to student learning.
   
2. An introduction to the relevant syllabus documents utilised in the area of Home Economics in Queensland schools (or as appropriate).
   
3. Theories of learning in the context of Home Economics.
   
4. Basic learning/teaching strategies in the context of Home Economics.
   
5. An introduction to short term curriculum planning - lesson planning.

Specific skill and graduate capabilities you will develop include:

• knowledge and skills pertinent to the teaching of home economics and related school subject areas in Australian secondary schools
  
• critical, creative and analytical thinking, and effective problem-solving
  
• effective communication in a variety of contexts and modes
  
• the capacity for life-long learning
  
• the ability to work independently and collaboratively
  
• social and ethical responsibility and an understanding of indigenous and international perspectives
  
• characteristics of self-reliance and leadership

(Note: This content may require modification to link with that planned in the Teaching & Learning and Field Studies units.)

Approaches to Teaching and Learning

This unit will be available in internal mode. Teaching approaches may include lectures, tutorials and demonstrations, school and classroom observation, micro teaching 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.

As part of your studies for this unit involves practicum placement, you must obtain a blue card BEFORE you begin your placement. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please go to blue card or search for blue card on the QUT website.

Assessment

There are three assessments to be completed as you progress through the semester.Assessment will be spaced throughout the semester commencing with the first reflection journal entry to provide the opportunity for feedback on your learning to that point. You will be provided with feedback on your assessment as you progress through the unit.

You will be undertaking this unit in conjunction with Teaching & Learning Studies 2 and Field Studies 1 and the learning activities and assessment tasks in all three units will be closely linked. As such, many of the learning activities in all three units will be designed to support each other.

Owing to the highly experiential nature of the learning activities in this unit it will be necessary for you to be present in class to actively engage in the learning. This will enable you to receive the most useful feedback to assist with your learning and the summative assessment.

Assessment name: Professional Plans
Description: You will be required to prepare a learning sequence
Relates to objectives: 3, 4, 5, 6,7
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Pre field studies

Assessment name: Demonstration
Description: You will be required to plan and present a micro teaching activity which will be a segment of a lesson
Relates to objectives: 3, 4, 5, 6, 7
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Approx weeks 5-8

Assessment name: Problem Solving Task
Description: You will be required to complete four scenario-based tasks reflecting your work as a teacher
Relates to objectives: 1, 2, 3, 4, 5, 6, 7
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Weeks 3-9

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

Fetherston. (2006). Becoming an Effective Teacher. South Melbourne: Thomas Learning.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit.

However, it may involve practical lesson based activities in preparation for Field Studies I. You have all attended the appropriate induction sessions at the commencement of these units where the safety precautions to be observed were outlined. These are required if you are working in the design/textile studio or laboratories . 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. Protective clothing as required in the food and textile laboratories and design/textile studio will apply when these activities occur in the program.

You will also be involved in school based activities while undertaking Field Studies I. 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).

Substantial computer-based work will be required and 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). The physical placement and organisation of peripheral devices, cables and extension cords should be managed to reduce danger to persons or property. Do not use unsafe electrical cords.

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: 16-Nov-2012