| Semester 1, 2021 Online | |
| Short Description: | Multiple Pathways Sec Schools |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: EDM5001
Rationale
For most students, the senior phase of compulsory schooling occurs during late adolescence (15-19 years of age). It is an exciting and sometimes turbulent phase of life; a time to make the transition to adulthood and from school to work or further study. For most it is a time when career decisions are made. Educators have a critical role in preparing and supporting learners in this phase. They need an understanding of national and global trends, of the forces that shape society and the ever changing world of work and post compulsory education, and of the factors that, in combination, impact on career decision-making. Focus must be given to preparing secondary educators so that they can better understand, prepare and support learners as they transition from school to a range of post schooling options.
Synopsis
This course requires preservice teachers to develop an advanced understanding of a range of processes, pedagogies and practices designed to enhance positive outcomes for students in the senior phase of learning and the transition from school to a range of post-school options. Prospective Secondary preservice teachers will develop specialised skills and knowledge in a range of relevant areas including: the distinct needs of learners, Vocational Education and Training, career education and development; national policies and strategies for working with industry and employers; curriculum initiatives; and frameworks relevant to the senior phase of learning. Preservice teachers are to engage critically with relevant specialised literature and theory and demonstrate the capacity to analyse, synthesise and evaluate a range of initiatives and options which cater for the full range of students, including those from disadvantaged backgrounds.
Objectives
On successful completion of this course preservice teachers should be able to:
- demonstrate advanced understanding of the impact of societal change on expectations of secondary schooling and the role of the secondary school teacher, specifically in relation to the range of factors influencing students’ pathways and transitions in and beyond the senior phase of schooling. This includes understanding of characteristics and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds and the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Island backgrounds (Australian Professional Standards for Teachers (APST) 1.3, 1.4);
- demonstrate knowledge of contemporary education policy and initiatives including legislative, administrative and organisational policies and processes relevant to supporting students’ education transitions and pathways and their impact on the work of secondary school teachers, including an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs (APST 6.1, 7.2);
- demonstrate knowledge and understanding of research into students’ career influences, career development learning and career decision-making and the implications for teaching. This includes knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities (APST 1.2, 1.5);
- demonstrate integrated understanding of the role of stakeholders in decision-making relating to supporting the transition of students from school to work and further education and training including the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice and strategies for involving, working effectively, sensitively and confidentially with and reporting to parents/carers (APST 5.5, 7.2, 7.3, 7.4);
- demonstrate broad knowledge of the purpose of collecting and using student achievement and pathways data and other strategies to evaluate teaching programs to improve students’ vocational and career development learning, including how student, curriculum, assessment and reporting knowledge are used to design learning sequences and lesson plans that support student learning (APST 2.3, 3.6, 5.5);
- identify, analyse and evaluate a range of teaching strategies and resources for supporting students’ vocational and career development learning and pathways planning and use these to inform the design of responsive learning sequences and lesson plans, demonstrating integration of the concepts, substance and structure of the content and teaching strategies of the teaching area with substantive career development learning opportunities organised into an effective learning and teaching sequence (APST 2.1, 2.2, 2.3);
- demonstrate advanced knowledge, understanding and application of appropriate personal, professional and academic literacies.
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. |
Expectations of secondary schooling in a changing world: Education Transitions and Pathways. Application of advanced and specialised knowledge of student transitions and pathways in and beyond the senior phase of schooling; Analysis and synthesis of contemporary education policy and initiatives and their impact upon secondary schooling and student transitions and post school pathways; Research into students’ career influences, career development learning and career decision-making and the implications for teaching:
|
30.00 |
| 2. |
Senior Secondary Education, Careers and Employability. Educational responses, strategies and initiatives designed to support successful transitions for all students including under-represented groups; the role of stakeholders in decision-making relating to supporting the transition of students from school to work and further education and training; collecting and using student achievement and pathways data to evaluate teaching programs to improve students’ vocational and career development learning:
|
30.00 |
| 3. |
Implications for Teachers’ Professional Practice. Developing an integrated understanding of a range of complex information and relevant theories relating to the range of post-school options including Vocational Education and Training; How students learn and using student achievement information in understanding student needs and pathways:
|
40.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=01&subject1=EDM8011)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
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(pp. 241-276.)
Student workload expectations
| Activity | Hours |
|---|---|
| Directed Study | 45.00 |
| Independent Study | 120.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Objectives Assessed | Notes |
|---|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 15 Apr 2021 | 1,2,3,4,7 | (see note 1) |
| ASSIGNMENT 2 | 50 | 50 | 03 Jun 2021 | 3,4,5,6,7 | (see note 2) |
Notes
- Case Study, Reflection
- Careers Education/Career Development Learning (e) Portfolio
Important assessment information
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Attendance requirements:
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.) -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations. -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment notes
-
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
-
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Learning and Teaching and is benchmarked against the
o internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
o professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).
Other requirements
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Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .