| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Design for Learning |
| Unit ID: | EDBED2103 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDDDE2103) |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit explores key aspects of curriculum. Starting from the perspective of the individual teacher, issues relating to classrooms, schools, and education systems are critically examined. Pre-Service Teachers (PSTs) will develop an understanding of teaching strategies to implement curriculum to enhance student learning. Issues such as assessment for learning, differentiating curriculum for the diverse needs of learners and the safe, responsible and ethical use of ICT will be explored. In this project-based unit, PSTs work collegially in Professional Learning Teams to design and teach engaging learning activities for a range of learners. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Investigate the concepts, substance and structure of the content and teaching strategies of a range of teaching areas in contemporary Australian secondary school education. |
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| K2. | Select and organise curriculum into a coherent, planned sequence of learning tasks/lessons evidencing aligned learning objectives, common progression of learning and critical curriculum required by students to progress in a variety of current teaching areas. |
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| K3. | Examine, discuss and use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans, incorporating a range of resources including ICTs to expand learning opportunities for students. |
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| K4. | Investigate strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
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| K5. | Reflect on and evaluate teaching performance to improve teaching practice and student learning |
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| K6. | Investigate relevant ethical and social responsibilities concerning ICT use as well as issues and strategies to support the safe and responsible incorporation of these technologies in learning and teaching environments. |
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| Skills: |
| S1. | Using current curriculum frameworks, work in teams to design a unit of work for a teaching area, including teaching strategies and assessment approaches. |
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| S2. | Organise content into effective learning and teaching sequences that include assessment strategies |
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| S3. | Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of diverse students across the full range of abilities |
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| S4. | Apply an understanding of ethical social responsibility, relevant issues and strategies to support the safe and responsible use of ICTs in learning and teaching environments. |
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| Application of knowledge and skills: |
| A1. | Design and develop learning sequences that have a focus on applying planning skills, content knowledge, pedagogical understandings, differentiation strategies, assessment strategies, and the effective use of ICTs. |
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| A2. | Present one lesson or a component of a lesson which uses differentiated content, resources and teaching strategies. |
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| A3. | Apply to curriculum design, an understanding of ethical social responsibility as well as relevant issues and strategies to support the safe and responsible use of ICTs in learning and teaching environments. |
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| Unit Content: |
Exploring the factors to consider when designing curriculum Examining the role of Professional Learning Teams in schools Values underpinning curricula Examining curriculum frameworks, with a focus on Victoria Investigating pedagogies for effective teaching and learning Differentiating curriculum for the diverse needs of leaners across a range of abilities Planning lessons - selecting and organising content; effective sequencing of lessons Effective strategies to plan for student engagement in learning Using assessment and feedback to evaluate, support and inform learning and teaching Resources to support effective teaching and learning for secondary school students Using ICTs and digital technology resources to enhance teaching and learning Strategies to support the safe, responsible and ethical use of ICTs in teaching and learning Reflecting on, and evaluating, the experience of teaching and learning. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, A1, A2, A3 | Research and design a curriculum resource (including a sequence of lessons) with differentiated content for diverse learners, effective teaching strategies, assessment approaches and a range of resources including ICTs, to enhance student learning. Design an infographic for teachers on eSafety displaying all key learnings associated with the safe and ethical use of ICT in learning and teaching. Select and team-teach a lesson from the curriculum resource created. | Group curriculum design and teaching performance | 50-60% | | 2. | K1, K2, K3, K4, K5, K6, S2, S3, A1, A2, A3 | Reflect on the key elements of the curriculum resource and teaching performance task completed in AT1. Analyse and critique teaching strategies and approaches used to cater for diverse learners; differentiated content; assessment approaches; and selection of teaching resources, including those that support the safe, responsible and ethical use of ICTs. | Written reflection | 40-50% |
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