102087 - Secondary Curriculum 1A - Science and Maths Assignment Help

Assignment Task

1 About Secondary Curriculum 1A 
1.1 An Introduction to this Unit 
All students seeking a first secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important. 
1.2 What is Expected of You 
Study Load 
A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals. 
Attendance 
Attendance is required for 80% of all lectures and tutorials in order to fulfil NSW Education Standards Authority, Teaching and Educational Standards professional program accreditation. This is to support the students to engage with the essential secondary curriculum content knowledge and pedagogy prior to the professional experience school placement in order to fulfil the Australian Professional Standards for Graduate Teachers. 
Online Learning Requirements 
Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/). You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team. 
Special Requirements 
Essential Equipment: Not Applicable Legislative Pre-Requisites: Not Applicable 
Policies Related to Teaching and Learning The University has a number of policies that relate to teaching and learning. Important policies affecting students include: 
Assessment Policy – Bullying Prevention Policy and – Guidelines – Enrolment Policy – Examinations Policy – Review of Grade Policy  
Sexual Harassment Prevention Policy – Special Consideration Policy – Student Misconduct Rule – Teaching and Learning - Fundamental Code – Student Code of Conduct 
Academic Integrity and Student Misconduct Rule In submitting assessments, it is essential that you are familiar with the policies listed above and that you understand the principles of academic integrity. You are expected to act honestly and ethically in the production of all academic work and assessment tasks, submit work that is your own and acknowledge any contribution to your work made by others. 
Important information about academic integrity, including advice to students is available. It is your responsibility to familiarise yourself with these principles and apply them to all work submitted to the University as your own. 
When you submit an assignment or product, you will declare that no part has been: copied from any other stu- dent’s work or from any other source except where due acknowledgement is made in the assignment; submitted by you in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Unit Coordinator; written/produced for you by any other person except where collaboration has been au- thorised by the Unit Coordinator. 
The Student Misconduct Rule applies to all students of Western Sydney University and makes it an offence for any student to engage in academic, research or general misconduct as defined in the Rule. 
The University considers plagiarism, cheating and collusion as instances of academic misconduct. The University also considers submitting falsified documentation in support of applications for special consideration, including sitting of deferred examinations, as instances of general misconduct. You should be aware that changes were made to the Student Misconduct Rule commencing 1 January 2020 that provide for minimum sanctions that apply to certain conduct, including the provision of falsified documentation to the University. 
You are strongly advised to read the Student Misconduct Rule and the Inappropriate Behaviour Guidelines at the commencement of each session to familiarise yourself with this process and the expectations of the University in relation to work submitted for assessment. 
1.3 Changes to Unit as a Result of Past Student Feedback 
The University values student feedback in order to improve the quality of its educational programs. The feedback provided helps us improve teaching methods and units of study. The survey results inform unit content and design, learning guides, teaching methods, assessment processes and teaching materials. 
You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff. 
As a result of student feedback, the following changes and improvements to this unit have recently been made: 
Opportunity to voluntarily undertake current research within the field – Modified assessment marking criteria to emphasise analysis of practice  
2 Assessment Information 
2.1 Unit Learning Outcomes 
The following unit learning outcomes are aligned to the course learning outcomes (CLO) and the Australian Profes- sional Standards for Teachers (APST). On successful completion of this unit, you should be able to: 
Outcome 
1 Demonstrate understanding of NSW Education Standards Authority Stage 4 and 5 syllabuses and the effect 
upon syllabus implementation of current NSW and Australian educational policies and priorities (CLO: 1); (APST Graduate stage: 2.1.1; 2.2.1; 2.3.1; 5.5.1) 
2 Demonstrate understanding of socio-cultural perspectives and pedagogical theories and approaches used in 
the relevant curriculum area (CLO: 2, 4, 8); (APST Graduate stage: 1.3.1; 1.4.1; 2.4.1) 
3 Demonstrate how the aims of the Australian Curriculum and NSW Education Standards Authority Stages 
4-5 Syllabus can be implemented using ’best practice’ in the application of relevant teaching strategies and the development of appropriate and engaging resources (CLO: 3, 4, 5); (APST Graduate stage: 1.3.1; 1.4.1; 1.5.1; 1.6.1; 2.1.1; 2.2.1; 2.3.1; 3.2.1; 3.4.1; 4.2.1; 4.3.1) 
4 Present well-constructed, innovative and coherent student-centred lessons that include literacy (including 
key metalanguage) and numeracy, enhance thinking and ICT skills and which take into account the full range of students’ abilities and school-based and system data. (CLO: 2, 5, 7, 8); (APST Graduate stage: 1.1.1; 1.2.1; 2.1.1; 2.2.1; 2.3.1; 2.5.1; 2.6.1; 3.2.1; 3.4.1; 3.5.1) 
5 Prepare a suitable range of assessment instruments that demonstrate understanding of statistical 
information, assessment moderation and its application to support consistent and comparable judgements of student learning. (CLO: 1, 6); (APST Graduate stage: 1.5.1; 2.3.1;3.6.1; 5.1.1; 5.2.1; 5.3.1; 5.4.1.) 
6 Design units of work, and develop curriculum materials that apply a critically reflective approach to teaching 
the subject. (CLO: 3, 4, 5, 7); (APST Graduate stage: 2.1.1; 2.2.1; 2.3.1; 3.1.1; 3.2.1) 
7 Use a variety of teaching and learning strategies and resources, including ICT and a range of texts and 
evaluate their effectiveness. (CLO: 2, 3, 4, 8); (APST Graduate stage: 3.3.1; 3.4.1; 3.5.1) 
8 Explain how the relevant subject is organised so as to appreciate the diversity of the secondary teacher’s 
role, including support, mentoring, determining career goals, leadership and curriculum development as well as the application of Work Health and Safety in the teaching of the subject. (CLO: 2, 3, 6); (APST Graduate stage: 1.6.1; 3.7.1; 4.1.1; 4.2.1; 4.3.1; 4.4.1; 4.5.1; 6.1.1; 7.1.1; 7.2.1; 7.3) 
9 Identify a range of professional and community organisations that can contribute to the on-going 
professional development of pre-service teachers, including the NSW Education Standards Authority Teaching and Educational Standards. (CLO: 6, 8); (APST Graduate stage: 6.2.1; 6.3.1; 6.4.1; 7.4.1) 
2.2 Approach to Learning 
The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Educational Standard Authority (NESA) Syllabuses and links with the K-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important. Students will develop skills in pedagogy and practice within the area. The knowledge and skills developed in the other units of study in the course can be applied in this unit and the knowledge and skills developed in this unit can be applied in other units in the course. This unit is offered on-campus as a combination of lectures and tutorials. How this unit relates to your learning portfolio: The development of a learning portfolio, highlighting evidence of your learning,  
has been embedded into the Master of Teaching (Secondary). The approach requires you to capture and gather artefacts from each of your units, reflect on them in relation to your learning progress and professional development, and store them in your Weebly Learning Portfolio. The learning portfolio will have seven key components for you to focus upon: teaching philosophy, planning, teaching, assessment, reflection, relationships, and professional identity. As you progress through your course, your learning portfolio will develop into a rich source of evidence for you to demonstrate your successful achievement of the Graduate Teaching Standards. The key components of the learning portfolio relevant to this unit are: teaching philosophy, planning, teaching, assessment, reflection, relationships, and professional identity. 
 

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