|Semester 3, 2021 Online|
|Short Description:||Transtns in Post-Cmpulsry Educ|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|ASCED code :||070199 - Teacher Education not elsewher|
|Grading basis :||Graded|
Examiner: Catherine Arden
Pre-requisite: ESP2200 or EDS2402 and Students must be enrolled in one of the following Programs: BEDU or BSED
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Increasingly, there is an expectation that secondary schools will prepare students for the full range of post-school options. Schools are facing the difficult task of preparing diverse students for an increasingly pluralistic society in an uncertain world, in rapidly changing times. Schools are expected to prepare students for the future, whatever that future may be. To do so, they are expected to work with a variety of stakeholders such as other educational institutions, community, industry, business and voluntary organisations. This requires educators in the senior phase of learning to understand the nature of senior phase and post-school pathways, the changing policy context and implications for schools and educators in relation to curriculum, pedagogy, leadership and collaboration.
This course utilises policy analysis, case studies, critical analysis and reflective writing to assist pre-service teachers to develop a framework for knowledge and understanding of students' changing needs and circumstances as they negotiate their senior phase and make the transition to post-compulsory learning and employment. Pre-service teachers will also consider and critically reflect on changing expectations of secondary schools and teachers with respect to career development and lifelong learning and consider implications for their professional practice with respect to curriculum, pedagogy, leadership and collaboration.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership's (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- discuss the impact of societal change on the purposes of education, the role of the educator and the role of the school, with specific reference to the senior phase of learning and post-school transitions (APST 6.4, 7.2);
- demonstrate knowledge of contemporary education policy and initiatives targeting student pathways and transitions and analyse their impact on secondary schooling (APST 6.4, 7.2);
- demonstrate understanding of issues relating to the transition of students from school to work and further education and training and the range of educational responses, strategies and initiatives designed to support successful transitions for all students including under-represented groups (Indigenous, CALD, non-metropolitan etc.) (APST 6.2, 6.4, 7.2);
- demonstrate an understanding of career planning and career education and their significance in preparing students for their futures and analyse the impact of career planning and career education on the work of teachers (APST 2.1, 6.4, 7.2, 7.4);
- demonstrate an understanding of Vocational Education and Training and blended academic and vocational pathways relevant to their teaching content areas and analyse the impact of these curriculum options and pathways on senior phase students, teachers and schools (APST 2.1, 6.4, 7.2, 7.4);
- demonstrate knowledge, understanding and application of appropriate personal, professional and academic literacies.
|1.||The changing world, schooling and educational transitions||15.00|
|2.||Contemporary education policy and initiatives designed to support students successful post-school pathways and transitions||20.00|
|3.||Diverse student pathways in and beyond the senior phase of learning||15.00|
|4.||The importance of careers education and development learning||20.00|
|5.||Vocational education and training and alternative pathways||15.00|
|6.||Implications for curriculum, pedagogy, leadership and collaboration: Educators as leaders and lifelong learners in a changing world||15.00|
Text and Materials
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=03&subject1=EDX4150)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
(Available online from http://link.springer.com/book/10.1007/978-94-007-4198-0.)
Student Workload Expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||20 Dec 2021|
|ASSIGNMENT 2||50||50||24 Jan 2022|
Important assessment information
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 change 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.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (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 assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure https://policy.usq.edu.au/documents/14749PL.
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 http://policy.usq.edu.au.
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 http://www.usq.edu.au/library/referencing.
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.
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 Bachelor of Education and is benchmarked against the:
- 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
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.