Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EDRS688 Interpreting and Designing Educational Research
Incompatible
EDFX623 Research-Informed Pedagogy and Graduate Professional Experience (Primary) 3
Unit rationale, description and aim
The primary curriculum seeks to deliver a wide range of content across the broad primary curriculum area. A primary curriculum specialisation equips you with a set of knowledges, skills and dispositions in order to teach. The requirement for primary teachers to demonstrate a curriculum specialisation indicates that while curriculum content knowledge and pedagogy is essential there is still need skills to lead and advocate in curriculum. This subject encourages you to take on an advocacy and leadership role within this curriculum specialism. Pre-service teachers will do this by identifying and planning your professional learning to improve own practice and that of colleagues and thus to improve student learning.
Learning 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.
On successful completion of this unit, students should be able to:
LO1 - Critically document, analyse and develop a professional learning vision using knowledge and understandings of the specialism, differentiation, inclusive student participation and professional learning.
LO2 - Apply knowledge of the specialism that supports improved student learning and evaluate a successful learning and teaching context for your specialisation.
LO3 - Generate and justify a framework for advocacy and leading in your specialism to improve student learning.
Graduate attributes
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Content
Topics will include:
- Defining teacher leadership.
- Defining advocacy.
- Reflective practice and leading learning (1.5.1; 6.4.1)
- Leading and advocating as curriculum practitioner (1.5.1; 2.1.1; 2.5.1)
- Developing your leading and advocacy knowledge and skills (4.1.1; 6.4.1)
- Importance in being and becoming a leader in your practice as a teacher. (6.4.1)
- Continuing your personal learner as a leader (6.4.1; 7.4.1)
- The connection between leading learning and improving learning outcomes in classrooms. (2.1.1; 2.5.1; 4.1.1; 6.2.1)
Learning and teaching strategy and rationale
A project-based learning approach underpins learning and teaching in EDFD688. Project-based learning enables you to draw upon your existing knowledge in your specialism in order to develop authentic outcomes that are applicable to the real world.
Technology Enhanced Learning
Please specify details of the use of technology in the teaching of this unit. Specify arrangements for the recording and provision of lectures, tutorials, workshops and activities to students. Provide information about the notification of recordings to students.
Schedule
Please outline the schedule for the teaching and learning of the unit for the relevant semester and campus location and/or mode.
For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.
Assessment strategy and rationale
The three sequential assessment tasks enable you to meet the learning outcomes of EDFD688. The first assessment task develops your reflective and analytical abilities. The second assessment task develops and hones your research skills. The third assessment task brings together your learning in the previous two assessment tasks through the application of your knowledge.
Minimum Achievement Standards
Outline the requirements to pass this unit, including CTITE statement (if applicable).
The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.
In order to pass this unit, you are required to insert requirements to pass the unit. See the Assessment Policy. Specify expectations and particular requirements to pass the unit.
Electronic Submission, Marking and Return
Please state whether electronic submission, marking and return is being used for this unit and details of how it will be used.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Document, analyse and develop a professional learning vision | 30% | 1 | GA4, GA8, GA9 |
Literature review and evaluative report on a successful learning and teaching context | 30% | 2 | GA2, GA4, GA5, GA8, GA9 |
Design a plan for professional learning to improve teacher professional practice and student learning | 40% | 1, 3 | GA4, GA5, GA8, GA9 |
Representative texts and references
Recommended references
Crowther, F., Ferguson, M., & Hann, L. (2009). Developing teacher leaders: how teacher leadership enhances school success (2nd ed.). Thousand Oaks, Calif: Corwin Press.
Day, C. (2017). Teachers' worlds and work: understanding complexity, raising quality. London: Routledge.
Eacott, S., & Evers, C. (Eds.). (2016). New directions in educational leadership theory. London: Routledge.
Frost, D. (Ed.) (2017). Empowering teachers as agents of change: a non-positional approach to teacher leadership: University of Cambridge Press.
Frost, D. (Ed.) (2014). Transforming education through teacher leadership: University of Cambridge Press.
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: helping teachers develop as leaders (3rd ed.). Thousand Oaks, Calif: Corwin Press.
Wildy, H., & Clarke, S. (2011). Instructional leadership: teacher level. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 151-162): SAGE Publications.
Required text(s)
Marzano, R., Heflebower, T., Hoegh, J., Warrick, P., Grift, G., Hecker, L., & Wills, J. (2016). Collaborative Teams That Transform Schools: The Next Step in Professional Learning Communities. Melbourne: Hawker Brownlow.