Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Dr Sarah Powell
Contact via 9850 9885
29WW Rm 263
By appointment
Tutor
Ms Karen Kelly
Tutor
Ms Michelle Wilson
Tutor
Ms Mandy Yeates
Tutor
Ms Cynthia Pitt
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
(EDTE403 and EDTE455) or (TEP403 and TEP418 and TEP419)
|
Corequisites |
Corequisites
EDTE404
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This sixth and final unit in the primary curriculum series focuses on strategies that combine the six key learning areas to build meaningful connections within and across subject boundaries. Programming for this teaching approach includes consideration of learning outcomes, coherent teaching sequences, and assessment strategies. This dynamic learning situation is reinforced as students continue their professional experience in schools.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
---|---|---|---|
Plan Integrated Curriculum | 40% | No | 16/09/18 at 11:55pm |
Critical Reflection | 25% | No | 07/10/18 |
Presenting Unit Overview | 30% | No | 11/11/18 at 11:55pm |
Annual Student Survey (ASSET) | 5% | No | various |
Due: 16/09/18 at 11:55pm
Weighting: 40%
Description: Plan Integrated Curriculum: Planning an integrated unit of work.
Develop and submit a plan for a unit of work based on syllabus outcomes from four or more Key Learning Areas. See below for further details and requirements.
Word limit: 6-8 pages (approx. 1500 words)
Unit outcomes assessed: 1, 2, 3, 4, 5, 6
Graduate capabilities assessed: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8
Use the following scenario to guide the development of your planning an integrated unit of work.
You are a Year 3 teacher at ‘Macquarie University Primary School’ - a large suburban K–6 school with a population of 800 students. There are 4 classes in Year 3. You have 30 children in your class (17 boys and 13 girls) with a diverse range of abilities. Your class is also culturally and linguistically diverse with over 15 different language groups, including three children who are in the ‘Developing’ phase of learning English (EAL/D learning progression, ACARA) and another three who are ‘Consolidating’. None of your students are ‘Beginning’ or ‘Emerging’ in English language learning.
You have 2 girls and 1 boy with an Indigenous background; these students all speak Standard Australian English in the home. There is a child in your class with moderate hearing loss that requires you to wear a microphone all of the time. You also have two children that require learning support in your class and you receive one hour of SLSO time each day. The school has two ESL teachers, one of whom works in a team-teaching capacity with you for two one-hour sessions each week.
The school has received a grant to increase the use of technology in the classroom – you have an interactive smart board with access to the internet in your room. The school has some iPads which can be booked out as a set of 15 for use in classrooms. The school has a well-resourced library, and the teacher-librarians engage in cooperative planning with class teachers, working with you to build students’ information literacy by team teaching with you in the library lesson time, which is 40 minutes per week for your class.
[NOTE: In this scenario, we have not indicated how your RFF time is allocated by the school. When writing your integrated unit, you should assume you will be teaching all of the unit, and possibly team-teaching some lessons.]
‘You have been asked to plan an integrated unit of work for all of Year 3 to teach in the first half to two-thirds of Term 2. The unit should have a duration of about 6 weeks. The plan would be shared with your Stage 2 colleagues [our Week 11 and 12 presentations in EDTE456 are intended to evoke this aspect of the scenario]. As well as planning the unit in a general sense, you will need to personalise the unit for your own class’s needs.’
[NOTE: For the purposes of this assignment, it is not necessary to say in which week the learning experiences will occur, but merely to indicate their order. This unit is a general plan and does not need to take account of calendar items e.g. NAPLAN testing week.]
Task details and requirements:
Use ‘backward design’ to create an overview of a unit of work for the scenario class. (You might like to use something like the ‘Understanding by Design’ template from developing your ideas although you do not need to hand that in).
The unit must address syllabus outcomes from four or more Key Learning Areas and involve a rich task, which is used for assessment purposes.
Your Unit Overview will have:
AITSL Standards addressed by this task: 1, 2, 3, 5, 7.3
NOTES/ADVICE
https://pb.bos.nsw.edu.au/templates/115353/s/0f048818-F1E6-49DB-9A0F93C127D1FBE2
Total length in terms of your own words (i.e. not including copied syllabus outcomes/content or heading rows on tables): 1500 words.
AITSL Standards addressed by this task: 1, 2, 3, and 5.
Due: 07/10/18
Weighting: 25%
Description: Critical Reflection
A critical essay using theory and research (use set readings) that reflects upon practice and professional learning (refer to professional practice placements).
1. Choose an example of something that occurred during Professional Experience that is related to your teaching practice and write a critical reflection of the teaching and/or learning that occurred for you. The example may be an incident, event, scenario or issue and can be related to the classroom, a specific student or group of students, an incident in the playground, or a conversation in the staffroom.
2. Your response should include a brief description of the scenario, event, or issue, and it should refer to the key elements of reflexive and reflective practice, when considering the learning that took place for you.
3. You should make use of Chapters 13 and 14 of the set text, refer to the Professional Teaching Standards, and other scholarly work, to support your discussion.
Word limit: 1000
Unit outcomes assessed: 2, 3, 6
Graduate capabilities assessed: GC2, GC3, GC4, GC5, GC8. GC9
AITSL Standards addressed by this task: 3.6, 6.
Due: 11/11/18 at 11:55pm
Weighting: 30%
Description: Presenting the overview of an integrated unit. Including: Assessment of student learning. Evaluation/reflection.
Note: Presentations will take place across two weeks of tutorial classes in Weeks 11 & 12 (October 22 & 29). All students must be ready to present in Week 11, as presenters will be selected randomly.
Word limit: approx. 10 pages submitted to Turnitin
Unit outcomes assessed: 1, 2, 3, 4, 5, 6
Graduate capabilities assessed: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8
To assist your thinking - Imagine that you have been asked to present your unit of work to colleagues on your ‘Stage team’, and the deputy principal is also attending to learn about how the Stage is planning for quality, integrated learning. You will need to outline the unit of work you have designed, covering the points listed under the heading ‘In class presentation’ below.
In your in-class presentation you will:
Present in an accomplished professional manner, making appropriate and competent use of ICT (e.g. presentation software, IWB, Popplet/other multimedia tools).
Additional information:
1. Produce a worked example of a ‘rich task’, which models what a capable student might be expected to produce at the culmination of the unit of work designed in Task 1.
2. Write an evaluation of the professional learning you have experienced in light of peer feedback. Refer to peer feedback forms, the AITSL standards, and your own critical reflections about the learning process (200-300 words)
AITSL Standards addressed by this task: 1, 2, 3, 5.1, 5.2, 5.5, 6.1, 6.3, 7.3
What to submit toTurnitin:
Submit as one file:
Due: various
Weighting: 5%
Completing the Annual Student Survey of Education for Teaching (ASSET) forms part of the assessment for this unit. The ASSET will provide the Department of Educational Studies with a detailed understanding of our students and their experiences; including, who they are, their attitudes and beliefs about education, and how prepared they feel to work as teachers. In addition, as part of the registration of the Department of Educational Studies teacher preparation programs with the NSW Education Standards Authority, we are specifically required to collect impact data on programs. The proposed annual survey will serve the purpose of providing part of these mandatory data. Further, it will provide the Department of Educational Studies with valuable information to revise and improve the programs offered to students. Finally, you may elect to make your de-identified data available to researchers in the Department if you choose.
Please note that identifying data will only be held by the Department of Educational Studies Research Administrator, Mridul Sood, and will not be released to the unit convenor or any academic staff in the Department. Full information is available when you open the survey.
The survey is in 5 parts and you will be awarded 1% for completion of each part. An automated emailed confirmation of completion will be sent to the email address you nominate. Please make sure you ensure this is received and retained as it is the only evidence of completion that will be accepted in case of dispute. If you have any difficulties accessing the survey or questions regarding participation marks, please contact the Department of Educational Studies Research Administrator, Mridul Sood, at des.research@mq.edu.au.
You may complete the surveys any time before the final date for completion. Final dates for completion of each part are provided below and links to the surveys will be available on the iLearn sites:
Part 1: 1 September
Link: https://mqedu.qualtrics.com/jfe/form/SV_d5qX9S1egyDecEl
Part 2: 15 September
Link: https://mqedu.qualtrics.com/jfe/form/SV_86a7m7fEtCmfKLP
Part 3: 1 October
Link: https://mqedu.qualtrics.com/jfe/form/SV_72RaWQ5kzZeaFTf
Part 4: 15 October
Link: https://mqedu.qualtrics.com/jfe/form/SV_dbrGl5svQ8yFOrb
Part 5: 1 November
Link: https://mqedu.qualtrics.com/jfe/form/SV_9GqW4aW3fn60JWR
It is the responsibility of individual students to be aware of pre and co requisites throughout their program. If you are considering withdrawing from this unit please seek academic advice as this may impact on your progression throughout the degree.
Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult the Academic Unit Coordinator.
Students having difficulty at any time throughout the semester for example, with unit content, assessment queries or placement concerns are urged to contact the Academic Unit Coordinator EARLY to discuss issues.
This unit does not directly teach curriculum content (http://www.boardofstudies.nsw.edu.au/k-6/). Students are expected to use syllabuses (http://syllabus.bos.nsw.edu.au) for KLAs .
It is expected that students have a working knowledge of KLAs for Kindergarten to Year 6 from completion of prior units and from personal study.
Classes The timetable for classes can be found on the University web site at: https://timetables.mq.edu.au/2017/
• 1 hour lectures will be held Monday mornings from 9:00 --10:00am.
• 2 hour tutorials will be held weekly (Monday to Friday). Students will not be accepted in alternate tutorials under any circumstances.
• Those students enrolled in the tutorial which follows the lecture are expected to attend the lecture in order to be able to participate in the tutorial directly following. This is when the roll will be taken. It is expected that students attending the later tutorials will either attend the lecture or listen on line prior to coming to class. For external students it is expected that students listen weekly online.
• Students are not able to swap between tutorials throughout the semester. Tutorial groups are established in the first two weeks of semester and students must remain in this tutorial until the end of semester.
• In order to be eligible for a passing grade, students must meet the following requirements:
◦ Students must attend tutorials
Week |
Lecture (1 hour) |
Workshop (2 hours) |
1 July 30 |
PROFESSIONAL EXPERIENCE |
|
2 Aug 6 |
||
3 Aug 13 |
Introduction The integrated curriculum This lecture:
AITSL: 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3. |
Students will:
Reading: Chapter 1:Introducing teaching as a profession (Churchill et al. 2016) AITSL: 1.2; 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4. |
4 Aug 20 |
Models of curriculum integration This lecture:
Becoming a good teacher
AITSL: 1.2; 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4; 7.2; 7.3. |
Students will:
Reading: Chapter 6:The curriculum (Churchill et al. 2016).
AITSL: 1.2; 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4 |
5 Aug 27 |
Principles of effective assessment design This lecture:
AITSL: 1.2; 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4. |
Students will:
Reading: Chapter 7:Planning for practice: connecting pedagogy, assessment and curriculum (Churchill et al. 2016). AITSL: 1.2; 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4. |
6 Sep 3 |
Planning an integrated unit of work, including programming for differentiation This lecture:
AITSL: 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.3; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4; 3.6; 5.1; 5.3; 5.4; 5.5. |
Students will:
Reading: Chapter 5: Learner diversity, pedagogy and educational equity (Churchill et al. 2016). AITSL: 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4; 5.1. |
7 Sep 10 |
Rich assessment tasks
|
Students will:
Reading: Chapter 12: Assessment, feedback and reporting (Churchill et al. 2016).
AITSL: 1.2; 2.1; 2.2; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4; 3.6; 5.1; 5.3; 5.4. |
Note: Task 1 Plan Integrated Curriculum due 16 September at 11:55pm |
||
RECESS 17-28 SEPTEMBER |
||
8 Oct 1 (Public Holiday)
|
Engaging in critical reflection Lecture activity online All classes online
|
Students will:
Reading: Chapter 13: Reflective practice (Churchill et al. 2016) AND
|
Note: Task 2 Critical reflection due 7 October at 11:55pm |
||
9 Oct 8
|
Transitions in schooling: Implications for curriculum design and pedagogy This lecture:
AITSL: 2.1; 6.1; 6.3. |
Students will:
Reading: Chapter 8: Pedagogy: The agency that connects teaching with learning (Churchill et al. 2016).
|
10 Oct 15
|
Working in different locations – Rural and overseas teaching (speaker) This lecture:
http://www.dec.nsw.gov.au/about-us/careers-centre/school-careers/teaching/teach-rural/rural-living |
Students will:
Reading: Chapter 16: Professional, ethical and legal issues for teachers (Churchill et al. 2016). |
11 Oct 22
|
Documentation and organization: Reporting and assessment |
Assessment Task 2: Presentations Student presentations of integrated curriculum plan to peers. Reading: Chapter 15: The future of teaching: Schooling, equity and social change (Churchill et al. 2016). |
12 Oct 29
|
Reporting to Parents/Carers This lecture:
|
Assessment Task 2: Presentations Student presentations of integrated curriculum plan to peers.
Reading: Chapter 11: Interactive student engagement and management (Churchill et al. 2016). |
13 Nov 5 |
Making the transition from pre-service teacher to graduate teacher: Theory and practice This lecture:
|
Students will:
Reading: Chapter 14: Theorising about teacher practice (Churchill et al. 2016). |
Note: Task 3 Presenting the overview of an integrated unit due 11 November at 11:55pm |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, 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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
---|---|
24/07/2018 | Change of tutor |