Students

EDST8237 – Professional Practice 1: Curriculum and Pedagogy

2024 – Session 1, In person-scheduled-infrequent, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor and unit Tutor
Rose Garofano
rose.garofano@mq.edu.au
359, 29 Wally's Walk, Wallumattagal Campus, Macquarie University, NSW 2109 Australia
as arranged via iLearn contact
Tutor
Anthony Robertson
anthony.robertson@mq.edu.au
Contact via via staff contact in iLearn
N/A
Credit points Credit points
10
Prerequisites Prerequisites
Corequisites Corequisites
EDST8200
Co-badged status Co-badged status
Unit description Unit description

This unit provides students with an introduction to secondary school curriculum, pedagogical approaches to teaching and learning, and general behaviour management strategies for the classroom. It includes strategies and syllabus requirements relevant to students' specific teaching subject(s), and is centred on the use of research methods and evidence to guide teaching and learning practices. During this unit, students will complete a professional experience placement where they work with a Supervising Teacher and gain experience in curriculum, pedagogy, and classroom management in a school environment. During this professional experience placement, students will engage in reflexive practices to evaluate and critique their experiences and knowledge throughout the placement and gain experience in evidence-based teaching practice.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Describe, evaluate and employ the key components of classroom management including verbal and non-verbal communication strategies, necessary for effective learning and synthesising relevant theory and research.
  • ULO2: Conduct scholarly inquiry and research into the relevant syllabus documents and key evidence-based strategies for teaching and learning.
  • ULO3: Apply pedagogical and content knowledge to plan and evaluate learning and teaching sequences that show awareness of students from diverse backgrounds in effective learning.
  • ULO4: Develop and show knowledge of strategies for working effectively, sensitively and confidentially with parents/carers.
  • ULO5: Reflect on, critique and evaluate professional practice of self and others.
  • ULO6: Demonstrate the capacity to work professionally and collegially in a secondary school teaching context.

General Assessment Information

Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3) · Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue. This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc). · Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic. · Please format assessments using 12-point font and 1.5 spacing. · All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. · Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. · Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error. · Word limits are strictly applied. Work above the word limit will not be marked. · All assessments are marked using a clear marking scheme or a rubric. · Marking of all assessments is moderated by the Unit Convenor. · Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/). · It is not the responsibility of unit staff to contact students who have failed to submit assessments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Assessment Tasks

Name Weighting Hurdle Due
Microteaching and critical reflection 50% No MT - Week 6 Tuesday 26th March. RS - Week 7 2nd April
Planning effective teaching for diverse classrooms 50% No Week 8 Friday 3rd May 11.59pm
Professional Experience Evaluation report 0% Yes Week 13 Exam week

Microteaching and critical reflection

Assessment Type 1: Practice-based task
Indicative Time on Task 2: 20 hours
Due: MT - Week 6 Tuesday 26th March. RS - Week 7 2nd April
Weighting: 50%

 

1. Plan and resource a teaching sequence and assessment task for a nominated case study class with diversity of learner backgrounds (1000 words)

2. Peer teaching of a 15 minute segment of the lesson including research informed critical reflection/evaluation.

 
On successful completion you will be able to:
  • Describe, evaluate and employ the key components of classroom management including verbal and non-verbal communication strategies, necessary for effective learning and synthesising relevant theory and research.
  • Conduct scholarly inquiry and research into the relevant syllabus documents and key evidence-based strategies for teaching and learning.
  • Apply pedagogical and content knowledge to plan and evaluate learning and teaching sequences that show awareness of students from diverse backgrounds in effective learning.
  • Reflect on, critique and evaluate professional practice of self and others.

Planning effective teaching for diverse classrooms

Assessment Type 1: Practice-based task
Indicative Time on Task 2: 20 hours
Due: Week 8 Friday 3rd May 11.59pm
Weighting: 50%

 

Research informed situational analysis of and planning for a case study class. Task incorporates perspectives on: teaching area subject knowledge, syllabus and pedagogy; student wellbeing; classroom diversity; and parents/carers/community and colleague relationships. (2000 words)

 
On successful completion you will be able to:
  • Describe, evaluate and employ the key components of classroom management including verbal and non-verbal communication strategies, necessary for effective learning and synthesising relevant theory and research.
  • Conduct scholarly inquiry and research into the relevant syllabus documents and key evidence-based strategies for teaching and learning.
  • Apply pedagogical and content knowledge to plan and evaluate learning and teaching sequences that show awareness of students from diverse backgrounds in effective learning.
  • Develop and show knowledge of strategies for working effectively, sensitively and confidentially with parents/carers.
  • Reflect on, critique and evaluate professional practice of self and others.
  • Demonstrate the capacity to work professionally and collegially in a secondary school teaching context.

Professional Experience Evaluation report

Assessment Type 1: Field work task
Indicative Time on Task 2: 5 hours
Due: Week 13 Exam week
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

Submission of the final professional experience report form completed by the students’ Supervising Teacher and the register which shows the dates attended at the school and activities undertaken by the student on their professional experience.

 
On successful completion you will be able to:
  • Describe, evaluate and employ the key components of classroom management including verbal and non-verbal communication strategies, necessary for effective learning and synthesising relevant theory and research.
  • Conduct scholarly inquiry and research into the relevant syllabus documents and key evidence-based strategies for teaching and learning.
  • Apply pedagogical and content knowledge to plan and evaluate learning and teaching sequences that show awareness of students from diverse backgrounds in effective learning.
  • Develop and show knowledge of strategies for working effectively, sensitively and confidentially with parents/carers.
  • Reflect on, critique and evaluate professional practice of self and others.
  • Demonstrate the capacity to work professionally and collegially in a secondary school teaching context.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

This unit has a full web presence through iLearn.

Students will need regular access to a computer and the Internet to complete this unit. Weekly access to iLearn is compulsory for all students.

Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. Various activities and materials for discussion and critical reflection are included and students enrolled in INFQ or online mode are especially encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly. Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’. PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.

Access and technical assistance Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password. Please do NOT contact the Unit Convenor regarding iLearn technical help. Assistance is available from IT Helpdesk 

Ph: 9850 4357 or 1800 67 4357 Log a request: help.mq.edu.au. On Campus: Ground floor at 18 Wally’s Walk.

 

Structure

The unit structure can be found in the university timetable https://timetables.mq.edu.au/2024/

In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting iLearn site for the unit providing additional readings, links and materials. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site.

 

Unit Schedule

** Dated January 2024 - this schedule may be subject to changes. For the most accurate informaiton about tutorial and module study schedule is found on EDST8237 iLearn site. 

Unit Study Guide  

 

Uni  Week  

Session Week  

Uni Week  starting   

Tutorial  

Weekday FtF   Tuesday  

(Rose Garofano) 

Study Module  

 

 Weekday 

Tutorial   

Infrequent (online)  

Wednesday 

(Anthony Robertson) 

Study Module  

  

Infrequent  

Seminar Options  

*Attend 1 of the 2 options available on each week. 

** Attend first teaching area for both seminars.  

8 

1  

19th Feb 

Tutorial 1 

9am – 11am   

20th Feb 

1 

Self-paced learning 

 

1 

 

9 

2  

26th Feb 

Tutorial 2 

9am – 11am  

27th Feb  

 

 

 

 

2 

 

Online Tutorial 1  

5pm – 7pm  

28th Feb 

 

 

 

 

2 

 

10 

3  

4th March 

Tutorial 3 

9am – 11am  

5th March  

 

 

3 (Seminar prep)  

& 

 4  

Self-paced learning 

 

 

 

 

3 (Seminar prep)  

 

 

 

Friday 9.30am - 1.30pm   

Science (14 Sir Christopher Ondaatje Ave - 317 Science Lab 

Maths (29WW room 012)) 

Humanities (29WW room 134)) 

OR  

Saturday 8.30am - 12.30pm  

Science (14 Sir Christopher Ondaatje Ave - 317 Science Lab 

Maths (29WW room 012) 

Humanities (29WW room 134) 

11 

4  

11th March  

Tutorial 4 

9am – 11am  

12th March  

 

6 

Self-paced learning 

 

4 & 6 

 

12 

5  

18th March  

Tutorial 5 

9am – 11am  

19th March  

 

 

 

 

5 (Seminar prep) & 7  

 

Online Tutorial 2 

5pm – 7pm  

20th March 

 

 

 

5 (Seminar prep) & 7  

Friday 9.30am - 1.30pm 

Three Groups  

Science (14 Sir Christopher Ondaatje Ave - 317 Science Lab 

Maths (29WW room 012) 

Humanities (29WW room 134) 

OR  

Saturday 8.30am - 12.30pm  

Science (14 Sir Christopher Ondaatje Ave - 317 Science Lab 

Maths (29WW room 012) 

Humanities (29WW room 134) 

13 

6  

25th March  

No classes

 

 

Assessment 1  

Micro-teaching Task

26th March  

 

 

 No classes  

 

Assessment 1  

Micro- teaching Task

26th March  

 

 

14 

7  

1st April (public holiday)  

 

 

 

Self-paced learning 

 

 

 

8 

 

Assessment 1  

Micro-teaching Reflection Statement 2nd April  

 

 

Online Tutorial 3  

5pm – 7pm  

3rd April 

 

8 

 

Assessment 1  

Micro-teaching Reflection Statement 2nd April 

 

 

15 

8 

8th April  

Self-paced learning 

 

8 

Self-paced learning 

 

8 

 

16 

 

RECESS  

15th April  

 no classes  

 

No classes  

 

 

17 

 

RECESS  

22nd April  

 no classes  

 

no classes  

 

 

18 

9 

29th April 

Tutorial 6 

9am – 11am  

30th April  

 

9 

 

Assessment 2  

Lesson plan and justification 

3rd May  

 

Self-paced learning 

9 

 

Assessment 2  

Lesson plan and justification 

 3rd May  

 

19 

10 

6th May 

Tutorial 7 

9am – 11am  

7th May  

10 

Self-paced learning 

10 

 

20 

11 

13th May 

Teaching pause: 

EDST8237 Professional Experience 

 

21 

12 

20th May 

Teaching pause: 

EDST8237 Professional Experience 

 

22 

13 

27th May  

Teaching pause: 

EDST8237 Professional Experience 

 

23 

 

3rd June  

Exam week  

PEX Report 

 

PEX Report 

 

24 

 

10th June  

Exam week 

  

 

  

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures

In addition, the following policies and procedures of the School of Education are applicable in this unit.

Attendance for Master of Teaching (Primary and Secondary) units

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% attendance requirement. Activities completed during tutorials or on campus days are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on campus days is expected and the roll will be taken. Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:

● Official MQ Student Email Address

● The Dialogue function on iLearn

● Other iLearn communication functions Infrequent Attendance Students Information about the dates of the on-campus sessions can be found in the university timetable. https://timetables.mq.edu.au/2024/

● The on-campus sessions are essential to student engagement and learning and attendance is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit.

● Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.

● Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.

● Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.

THIS IS ONLY FOR ITE UNITS (UNDERGRAD OR MTEACH) Fail Rule

This unit is a part of a professional course listed on Schedules 2 and 3 of the Academic Progression Policy. This course has additional requirements that are applicable for the full duration of the course, including course-specific inherent requirements, Fitness to Practice requirements and other compulsory course requirements. It also has rigorous academic progression standards. Inability to meet these requirements may result in a withdrawal of offer of admission and/or permanent exclusion from the course in accordance with the General Coursework Rules.

 

Passing a Professional Experience Unit

To pass a Professional Experience unit, students must achieve a satisfactory result for their professional experience placement AND achieve a satisfactory result overall for their academic assessment tasks (where applicable) in the unit.

Professional Experience Unit Placement Expectations

● Students must be able to present evidence of completion of several tasks prior to session census date (or as otherwise advised) in order to receive a placement for Professional Experience. Please check your email from the Work Integrated Learning (WIL) Office. Requirements are outlined here as well: https://education.nsw.gov.au/teaching-and-learning/professional-learning/pl-resources/pre-service-teacher-resources/induction-for-pre-service-teachers/mandatory-pre-requisites-for-pre-service-teachers-participating-

● Students must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block.

● Students who are completing a unit offered by another department are expected to inform and negotiate with that unit convenor about their professional experience block dates and to discuss how that unit's requirements can be met. For some situations, it may mean that you are enrolled externally for that unit so that your attendance for tutorials for that unit is not impacted.

● Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of any assessments or bookwork prior to submission.

● If a Student is identified as being in need of additional support for Professional Practice and/or Bookwork, the School of Education’s ‘Additional Support’ procedure will be activated.

● Students may not be able to commence their placement until all alleged academic honesty breaches have been investigated and concluded.

● The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit.

Fitness to practice requirements

● Macquarie University operates under a ‘Fitness to Practice’ model as specified in the University's Academic Progression Policy. For this Unit, this means that, when undertaking a placement, a student is declaring that they are able to demonstrate professional competence, acceptable professional behaviour, freedom from impairment, and compliance with program specific requirements needed for a student to practice properly and safely throughout their Practical, Clinical or Professional program or unit. It is the responsibility of the student to determine whether they are fit to undertake a placement. Therefore, if a student is feeling unfit to undertake a placement, they should not do so. For more information https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-progression

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways:

Peer reveiw of microteaching Assessment Task 1: 4Rs scaffold for reflexive reposnse to microteaching Task 2: Case study, data from MySchool & other sources. Plan learning that fosters community relations. + PEX paperwork. Articulation of teaching philosophy in teaching area.

Unit information based on version 2024.01R of the Handbook