USQ Logo
The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDM8011 Multiple Pathways in Secondary Schools

Semester 2, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 30 June 2022

Staffing

Examiner: Joan Conway

Requisites

Pre-requisite: EDM5001

Overview

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.

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.

Course learning outcomes

On successful completion of this course preservice teachers should be able to:

  1. 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);
  2. 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);
  3. 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);
  4. 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);
  5. 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);
  6. 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);
  7. 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:
  • the impact of societal change on expectations of secondary schooling and the role of the secondary school teacher
  • the range of factors influencing students’ pathways and transitions in and beyond the senior phase of schooling
  • characteristics and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
  • impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
  • 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
  • the role of the Australian Professional Standards for Teachers in identifying professional learning needs
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:
  • how student, curriculum, assessment and reporting knowledge are used to design learning sequences and lesson plans that support student learning
  • the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice
  • strategies for involving, working effectively, sensitively and confidentially with and reporting to parents/carers
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:
  • using relevant curricular and theoretical frameworks for evaluation and decision making in relation to designing and implementation of career development and education programs in schools
  • strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
  • using student, curriculum, assessment and reporting knowledge to design learning sequences and lesson plans that support student learning
  • using teaching strategies and resources for supporting students’ vocational and career development learning and pathways planning to inform the design of responsive learning sequences and lesson plans
40.00

Text and materials required to be purchased or accessed

There are no texts or materials required for this course.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Case Study No 50 1,2,3,4,7
Assignments Written Portfolio No 50 3,4,5,6,7
Date printed 30 June 2022