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Details for CRS460 Curriculum, Pedagogy and Assessment (Years 7-10)

This unit provides an opportunity to use effective pedagogical practices in relation to the junior secondary (Stage 4 and 5) curriculum of intending secondary teachers chosen teaching area(s). Teacher Education students will engage with their curriculum area to examine its content, core philosophies and value in contemporary society. Effective pedagogical practices will be examined and practiced in relation to the curriculum content, including planning and sequencing, explicit modelling and scaffolding, assessment and feedback. Teacher Education students will engage in micro-teaching to practice communication skills to support student learning in their subject area. 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS460
  • Credit points: 10

Subject Coordinator

Cassandra Pendlebury

Prerequisite

The following subjects are prerequisites:

  • EDU408 Teaching and Learning Evidence and Practice
  • EDU407 Foundations of Christian Education

Unit Content

Outcomes

  1. Articulate and critically analyse the role and value of the teaching area in contemporary society and the broader school curriculum, from a faith-based perspective. 
  2. Demonstrate a deep understanding of the concepts and substance of the Year 7-10 curriculum in this area of study, aligned pedagogies and how to select a content focus for lessons. 
  3. Critically analyse and synthesise complex information to develop a range of approaches to the planning and implementation of engaging and purposeful teaching/learning sequences for the junior secondary curriculum in an area of study, including the selection and organisation of appropriate resources, which is informed by an understanding of how students learn in the area of study. 
  4. Adapt and differentiate the curriculum to meet the diverse needs of learners in the secondary classroom, with creativity and initiative. 
  5. Select and evaluate a range of evidence-based formative and summative assessment practices to evaluate progress, adjust instruction, provide targeted feedback, and support learning, with expert judgement. 
  6. Select and demonstrate elements of effective communication to provide directions, instructions, explanations, feedback and questioning to support student learning and engagement, demonstrating personal autonomy and accountability. 

Subject Content

  1. Curriculum Knowledge
  2. Quality Teaching Based on Curriculum
  3. Planning and Sequencing
  4. Differentiation and Background Factors
  5. Types of Assessments
  6. Assessment Design in Action
  7. Proactive Learning and Engagement Strategies
  8. Fine-Tuning Lesson Planning

This course may be offered in the following formats

  • Face to face on site (extensive)
  • Face to face on site (intensive)
  • E-learning (online/asynchronous)
  • E-learning (online/synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Critical Reflection (30%)
  2. Lesson Planning and Evaluation (30%)
  3. Creative Project: Microteaching Video Portfolio and Reflection (40%)

Prescribed Text

  • Archer, A.L. & Hughes, C.A. (2011). Effective and efficient teaching. Gilford Press. (Chapter 1 – Exploring the foundations of explicit instruction). 
  • Badley, Kenneth Rea. (2019). Curriculum Planning with Design Language: Building Elegant Courses and Units. Routledge. 
  • Centre for Education Statistics and Evaluation. (CESE). (2017). Cognitive load theory. CESE. 
  • Clark, J. (2024). Teaching one-pagers: Evidence-informed summaries for busy educational professionals.
  • Edge, K. (2012). Typical HSIE pedagogy. Quality teaching in NSW HSIE classrooms. Presented at the AARE/APERA  Conference Sydney 2012. 
  • Frey, N., Fisher, D. & Hattie, J. (2018). Developing assessment-capable visible learners, grades K-12: Maximising skill, will and thrill. Cowin publishers. 
  • Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Conference, Melbourne. http://research.acer.edu.au/research_conference_2003/4/
  • Lovell, O. (2022). Tools for teachers: How to teach, lead and learn like the world’s best educators. John Catt Educational Ltd.
  • Rosenshine, B. (2012). Principles of instruction. Research-based strategies that all teachers should know. American Educator. 36 (1), 12- 39.
  • Taylor, T., Fahey, C., Kriewald, J. & Boon, D. (2018). Place and time. Teaching history, geography and the social sciences. 2nd Edition. Pearson
  • The Education Endowment Foundation (EEF) (2021). Cognitive science approaches in the classroom: a review of the evidence. EEF.