Assignment Task
On completion of this unit, pre-service teachers will have provided evidence that they have:
1. critically analysed the connections between the learner, schools and the wider community, and the implications for learning pathways;
2. researched and critically evaluated contemporary evidence-based theories on adolescent development and its impact in the senior secondary (Years 11-12) years of learning;
3. critiqued the processes associated with the translation of a curriculum document into a program of work, particularly the interrelationships between teaching, learning, evaluation, assessment and reporting for senior secondary contexts including moderation and external examinations;
4. evaluated appropriate pedagogical strategies of a range of methodologies which facilitate teaching for learners with diverse needs and learning pathways in senior secondary contexts including Australian Aboriginal and Torres Strait Islander perspectives;
5. reflected and synthesised understanding of curriculum and pedagogical issues as experienced in senior secondary from a Christ-centred, Bible-based worldview;
Task 1
In light of the changes to senior secondary assessment practices in Queensland, investigate and critically discuss examples of innovative pedagogical and assessment strategies of learning in two senior secondary (Years 11-12) school contexts in the pre-service teacher’s area professional practice. Analyse how these pedagogical approaches facilitate teaching for learners with diverse needs and learning pathways including Aboriginal and Torres Strait Islander perspectives.
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Evaluate the socio-geopolitical landscape, reflect on current legislative issues, administrative, organisational policies and processes connected with the senior years of schooling and suggest possible new curriculum initiatives that may emerge in the senior years of schooling in response to global trends. Analyse the impact these issues may have from differing worldview perspectives, particularly a Christian biblical worldview.
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