EDOE299 - Curriculum, Pedagogy and Assessment in Outdoor Education 1

Year

2023

Credit points

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

EDET100 Effective Teaching 1: Becoming a Teacher

Incompatible

EDPH210 Outdoor Education Curriculum, Pedagogy and Assessment

Unit rationale, description and aim

Intending secondary Outdoor Education teachers need an understanding of the junior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning.

In this unit, pre-service teachers will study relevant curriculum frameworks, including general capabilities and cross-curriculum priorities and other allied materials. They will explore theoretical frameworks associated with teaching and learning in Outdoor Education and evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn strategies to engage learners and to meet the learning needs of diverse students. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate lesson and unit plans in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse. 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.

The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching Outdoor Education at a junior secondary level to promote the development of pedagogical content knowledge.

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 - Describe the junior secondary Outdoor Education curriculum, including the knowledge and skills required of students, the theories which inform the curriculum, and ways of teaching the curriculum (GA4, GA5, GA8; APST 2.1)

LO2 - Explain how students learn in Outdoor Education, together with a range of appropriate approaches to planning and delivering engaging and purposeful teaching/learning activities for learners with diverse backgrounds and including the selection of appropriate resources (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.5, 2.6, 3.3, 3.4, 4.1, 4.5, 5.2)

LO3 - Critique personal knowledge and understanding of the concepts, substance and structure of Outdoor Education curriculum to develop a plan for personal learning (GA4, GA5, GA8, GA9; APST 2.1, 2.3, 6.1, 6.2, 6.4, 7.4)

LO4 - Plan and devise a learning program in junior secondary Outdoor Education which builds on the learning strengths and supports the learning needs of students with diverse backgrounds (including Aboriginal and Torres Strait Islander students) across the full range of abilities (GA1, GA4, GA5, GA8; APST 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5)

LO5 - Describe assessment strategies to assess and improve student learning including the provision of feedback to students about their learning (GA1, GA3, GA4, GA5; APST 2.1, 2.3, 5.1, 5.2, 5.3, 5.4)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA3 - Apply ethical perspectives in informed decision making

GA4 - think critically and reflectively

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA7 - work both autonomously and collaboratively

GA8 - locate, organise, analyse, synthesise and evaluate information

GA9 - demonstrate effective communication in oral and written English language and visual media

GA10 - utilise information and communication and other relevant technologies effectively.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

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.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

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:

Outdoor Education in the Australian curriculum context and State and Territory syllabus and curriculum documents: historical context and current frameworks and documentation
General capabilities and cross curriculum priorities
Theoretical frameworks associated with Outdoor Education teaching and learning
Pedagogical approaches emblematic of Outdoor Education teaching and learning
Planning and curriculum alignment
Planning for effective teaching and learning in junior Outdoor education
Differentiated teaching in Outdoor Education
Needs of learners from diverse cognitive, physical, social, cultural backgrounds
Needs of learners from Aboriginal and Torres Strait Islander backgrounds
Incorporating literacy and numeracy in Outdoor Education teaching
Digital technologies for teaching/learning in Outdoor education
Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Outdoor Education
Teacher-presented explanations
Assessment in junior secondary Outdoor Education
Learning beyond the classroom
Student welfare and safety in Outdoor Education classrooms and typical Outdoor Education teaching/learning environments

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of planning and assessment and skills in applying effective pedagogies through active engagement and collaborative learning. The pre-service teacher will have the opportunity to build on their 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 activities and culminating in micro-teaching opportunities. Teaching skills of planning and assessing, and the ability to locate and synthesise information, will be developed through designing Outdoor Education curriculum. 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 strategies may include:

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

The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.

Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.

On Campus

Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.

Multi-mode

Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.

Online unscheduled

Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.

Online scheduled

All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.

ACU Online

In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.

The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the pre-service teacher will have the opportunity to demonstrate knowledge of curriculum, and devise a plan for professional learning that supports their preparedness to teach Outdoor Education. Through completing Task 2, the pre-service teacher will develop communication and teamwork skills and will deepen their understanding of effective planning and teaching strategies through the development of instructional videos and describe the use within a lesson. In Task 3, the pre-service teacher will demonstrate knowledge of curriculum, planning and assessment in the development of a unit of work for use in a specific class context. These tasks reflect the ‘real world’ of school contexts, teaching responsibilities and collaborative nature of the teaching profession, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50% and meet the requirements of the Critical Tasks which are core to the demonstration of a number of Australian Professional Teacher Standards:

Assessment Task 1: Analysis of Curriculum
Assessment Task 3: Formative and Summative Assessment

Overview of assessments

Brief Description of Kind and Purpose of Assessment Tasks	Weighting	Learning Outcomes	Graduate Attributes
Assessment Task 1: Analysis of curriculum Critical Task Referring to professional readings and Years 7 to 10 curriculum documents, identify the concepts, knowledge, skills and understandings expected of students especially those that could be considered complex and/or difficult for students to develop, together with pedagogical approaches expected of junior secondary teachers . With reference to this analysis, conduct a self-audit of your own knowledge and skills to identify your potential strengths and weaknesses for the teaching of the 7-10 curriculum. Having completed the self-audit process, analyse your areas of potential weakness and the and commence a professional learning plan using the Australian Professional Standards for Teachers as a guide.	30%	LO1, LO2, LO3	GA4, GA5, GA7, GA8, GA9, GA10
Assessment Task 2: Microteaching portfolio Develop 3 short videos that demonstrate your ability to devise teaching and learning activities which cater for diverse learners. The videos should illustrate a range of topics and teaching/learning approaches that incorporate a variety of resources. Each video should focus on a different critical skill, such as Providing instruction Meaningful questioning Scaffolding student engagement with an artefact, such an experiment, map, table video or object In each video you should discuss how you will: Establish the learning activity with the students (I.e., introduce the activity, provide instructions, set learning objectives etc) Anticipate questions that may be posed by the students Encourage meaningful student engagement Incorporate a variety of teaching strategies for differentiated learning Provide feedback to students Incorporate general capabilities such as literacy and numeracy skills where possible Bring the activity to a conclusion and check for student completion/success.	30%	LO1, LO2	GA4, GA5, GA7, GA8, GA9, GA10
Assessment Task 3: Research-informed Sequence of Learning Critical Task Develop a research-informed teaching and learning plan outlining a sequence of learning experiences for a junior (Years 7 to 10) class over a 4 week period of time for a chosen concept/theme. The unit plan should address the following: Lesson plans for at least two full lessons Rationale to justify the approach Learning Objectives Curriculum links Cross-curriculum priorities General capabilities Teaching strategies Differentiation for different learning styles and needs Teaching strategies to cater for the Literacy and numeracy demands in Outdoor Education Incorporation of ICT and digital resources to engage and expand curriculum learning opportunities for students A range of assessment strategies (including informal and formal, diagnostic, formative and summative) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities in Outdoor Education and from diverse physical, intellectual, linguistic and cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds.	40%	LO1, LO2, LO4, LO5	GA1, GA3, GA4, GA5, GA7, GA8, GA9

Brief Description of Kind and Purpose of Assessment Tasks

Weighting

Learning Outcomes

Graduate Attributes

Assessment Task 1: Analysis of curriculum

Critical Task

Referring to professional readings and Years 7 to 10 curriculum documents, identify the concepts, knowledge, skills and understandings expected of students especially those that could be considered complex and/or difficult for students to develop, together with pedagogical approaches expected of junior secondary teachers .

With reference to this analysis, conduct a self-audit of your own knowledge and skills to identify your potential strengths and weaknesses for the teaching of the 7-10 curriculum.

Having completed the self-audit process, analyse your areas of potential weakness and the and commence a professional learning plan using the Australian Professional Standards for Teachers as a guide.

30%

LO1, LO2, LO3

GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 2: Microteaching portfolio

Develop 3 short videos that demonstrate your ability to devise teaching and learning activities which cater for diverse learners. The videos should illustrate a range of topics and teaching/learning approaches that incorporate a variety of resources. Each video should focus on a different critical skill, such as

Providing instruction
Meaningful questioning
Scaffolding student engagement with an artefact, such an experiment, map, table video or object

In each video you should discuss how you will:

Establish the learning activity with the students (I.e., introduce the activity, provide instructions, set learning objectives etc)
Anticipate questions that may be posed by the students
Encourage meaningful student engagement
Incorporate a variety of teaching strategies for differentiated learning
Provide feedback to students
Incorporate general capabilities such as literacy and numeracy skills where possible
Bring the activity to a conclusion and check for student completion/success.

30%

LO1, LO2

GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 3: Research-informed Sequence of Learning

Critical Task

Develop a research-informed teaching and learning plan outlining a sequence of learning experiences for a junior (Years 7 to 10) class over a 4 week period of time for a chosen concept/theme.

The unit plan should address the following:

Lesson plans for at least two full lessons
Rationale to justify the approach
Learning Objectives
Curriculum links
Cross-curriculum priorities
General capabilities
Teaching strategies
Differentiation for different learning styles and needs
Teaching strategies to cater for the Literacy and numeracy demands in Outdoor Education
Incorporation of ICT and digital resources to engage and expand curriculum learning opportunities for students
A range of assessment strategies (including informal and formal, diagnostic, formative and summative)
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities in Outdoor Education and from diverse physical, intellectual, linguistic and cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds.

40%

LO1, LO2, LO4, LO5

GA1, GA3, GA4, GA5, GA7, GA8, GA9

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.