Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling.
In this unit, pre-service teachers will consider the place of Language Education in contemporary Australian society, and the senior secondary Language Education curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Language Education and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Language Education at a senior secondary level.
Campus offering
No unit offerings are currently available for this unitLearning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Generate and critically evaluate a Language curric...
Learning Outcome 01
Critically analyse a variety of classroom strategi...
Learning Outcome 02
Examine the relationships between student learning...
Learning Outcome 03
Interpret and explain the relationship of assessme...
Learning Outcome 04
Content
The topics will include:
- Factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Language teaching and learning in Years 7-12. This unit incorporates a greater focus on Senior classes
- Effective strategies related to teaching and learning Language: collaborative and task-based language teaching and learning
- Specific professional practices: safety and risk management strategies in the development of domestic and international excursions and other class activities.
- General capabilities and cross curriculum priorities including the integration of literacy, numeracy, social media and related technologies, according to local, state, territory and national priorities
- Alignment and coherence in formulating aims, outcomes, unit content, teaching strategies and assessment procedures in the preparation of units for Language classes
- The relationship between reflexive learning and effective concept formation to build higher order thinking in Language teaching and learning
- Catering for a diverse range of learners in the Language classroom: Consideration of the learning styles of students and the development of tasks and options
- Discipline specific teaching strategies and issues related to Indigenous students in relation to the impact of language on personal and social identity
- Effective use of resources for teaching, including ICT’s and technologies specific to the study of languages
- Pedagogical strategies to promote problem solving and critical thinking in students studying a language in terms of the macro-skills for language teaching and learning
- School-based assessment, external examinations and their impact on the study of a language
- Interpreting assessment data, intervention, feedback, and reporting: the professional practice of language teachers
- Extending and challenging learners in the study of their chosen language
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.
Overview of assessments
Assessment Task 1: Formative and Summative Asse...
Assessment Task 1:
Formative and Summative Assessment Practice: An assessment plan of two or more tasks designed for senior students. Each task designed will include:
- a rationale which accounts for the choice of content in relation to how the demand of each task supports the development of higher order thinking
- outcomes/achievement standards
- marking guidelines/criteria
- strategies for providing feedback
- source material as appropriate <
45%
Assessment Task 2: Curriculum, assessment and ev...
Assessment Task 2:
Curriculum, assessment and evaluation practice: A program of work or scope and sequence statement constructed for senior students over a nominated period of time (eg. term/ semester/ year). The curriculum will be designed to address:
- a current issue or innovation in the subject area or a particular context/scenario
- nominated curriculum content represented in a learning and teaching sequence
- differentiation of assessment for learning tasks to suit the needs of diverse learners
- learning outcomes/levels of achievement
- the integration of assessment in a learning and teaching sequence tasks
- nominated pedagogical strategies to support higher order learning
- resources, including a field trip or excursion
- a proposal for curriculum evaluation.
OR
An essay or position paper that addresses current issues and debates in curriculum, pedagogy and assessment in the teaching subject.
55%
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Language Education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: