ES6050 Secondary Specialisation 2a (Yrs 7-10)
Unit Description
Pre-requisites
ED6040 Curriculum and Assessment
Co-requisites
None.Learning Outcomes
On successful completion of this unit, the student will be able to:
Demonstrate an understanding of a range of strategies for reporting to students and parents/carers and for the purpose of keeping accurate and reliable records of student achievement.
Demonstrates an understanding of how to integrate Biblical principles when designing programs including content, resources and assessment.
Investigate the structures of knowledge and perspectives of their specialisation area and challenges of teaching this area, particularly from a Christian foundation
Apply curriculum frameworks and learning theory to the sequencing of learning (units/lessons) in their area of specialisation.
Plan a range of classroom activities in the area of specialisation that promote participation and engagement, provide clear directions, and utilise appropriate resources, ICT, and provide feedback as learning is taking place using explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions.
Design differentiated learning goals and strategies to cater for the diverse learning strengths and needs in the classroom.
Demonstrate comprehensive knowledge of contemporary effective assessment theory, research and strategies, relevant to the area of specialisation for students in Years 7-10.
Apply understanding of the purpose for providing timely and appropriate feedback to students, the use of developmental rubrics, interpret students’ assessment data and demonstrate understanding of assessment moderation to make consistent and comparable judgements of students learning for feedback, recording and reporting purposes in the area of secondary specialisation.
Unit Description
This unit covers the content, structure and substance of the Victorian and Australian Curriculum Yrs. 7-10. The unit will engage with current knowledge and understanding about the various strategies and features for developing effective lessons to engage a diverse range of students in the secondary years in their specialist area. Preservice Teachers will incorporate appropriate use of ICT processes for enhancing learning experiences in their discipline. Preservice teachers will develop a critical understanding from a Christian perspective of the various frameworks that have driven and shaped the teaching of their specialist area.
This unit expands on ED6040 Curriculum and Assessment by exploring various strategies that a teacher can use to sample thinking, understanding and skill competence of students on the topics being taught as part of the specialised learning area. The unit will explore various strategies for probing understanding, how to interpret data and importantly how to provide effective (formative) feedback for promoting further learning in the teaching/learning cycle and modify teaching practices. The unit will also cover diagnostic, formative and summative assessment used in your specialist area and how to report achievements in reports to parents/carers.
The Preservice teachers will attend 2 combined workshops (ES6030 and ES6050) (one at the start of semester and one at the end of semester) during which time they will collaborate with their peers to investigate the application of topics covered in both of their teaching areas. They will also meet with Teaching Area Mentors (TAMs) who are experienced in their areas of teaching specialisation for their teaching area 2, exposing students to those with recent classroom experience. Relevant teaching strategies for their specialisation will be focused upon by the mentor teachers.
The Teaching Area Mentors (TAMs) will provide specific teaching area interpretation of the material studied in the workshops, major and minor areas of study and Education Studies units.
Topics
- Knowing adolescents and how to engage students in learning including motivation strategies.
- Getting to know the 7-10 Australian and Victorian Curriculum, key differences and resources commonly used by schools.
- The current accredited Australian Curriculum Achievement Standards.
- Lesson Planning including sequencing a unit and lesson
a) identifying where students are at in their learning.
b) how to incorporate spacing and retrieval practice.
c) building on previous learning to consolidate in long-term memory. - Differentiation in the classroom: Understanding, respecting and responding to student diversity, including protocols and multi-tiered systems of support.
- Addressing literacy and numeracy learning relevant to the specialisation.
- Integrating general capabilities and cross-curriculum priorities as relevant to the specialisation.
- Worldviews, perspectives and history of your discipline.
- Pedagogical content knowledge of your discipline (teaching strategies including progressive scaffolding and modelling with worked examples, explicit instruction and retrieval practice). a) The significance of developing and delivering appropriately challenging recall practice to promote retention. b) The importance of practice opportunities within and between lessons.
- Strategies for involving parents in the educative processes.
- Introduction to Assessment: theory, design and strategies for diagnostic assessment, formative and summative assessment, and understanding the accredited Australian Curriculum Achievement Standards.
- Designing assessment tasks and development rubrics with criteria including the use of differentiated assessment to cater for students with neuro diverse learning needs.
- Using data to improve teaching practices such as the use of explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions.
- Moderation processes for making consistent and comparable judgements of students’ learning.
- Use online learning management systems to record students’ achievements, incorporating strategies such as providing meaningful feedback through sample reports used by schools and for both continuous and summative reporting for students, parents/carers.
Learning Experiences
Unit offerings
Please note
The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.
This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.