| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Curriculum Studies A: Applied Learning Pathways |
| Unit ID: | EDCEL3045 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070199 |
| Other Change: | |
| Brief description of the Unit |
In this unit, students will begin to explore Applied Learning curriculum and the multiple pathways that support it. Students will identify the structures of Applied Learning programs and situate them in their social context. Students will explore, analyse and create their own applied learning program. Embedded in the unit is a 15-day Professional Experience placement for Pre-Service Teachers (PSTs) as an opportunity for PSTs to engage in ideas and theoretical frames within education connected to applied learning practices, and reflect on their implications in education settings.Education SettingBachelor of Secondary Education (Applied Teaching) |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| 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. | Examine how applied learning curriculum is structured, and how it differs from the curriculum in other disciplines. |
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| K2. | Explore contemporary theoretical and pedagogical approaches to teaching applied learning programs including disciplinary, interdisciplinary, and integrated approaches. |
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| K3. | Recognise and articulate the fundamental role of vocational and applied learning in society. |
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| K4. | Consider questions and issues which call for applied learning and how it assists students to meaningfully relate to their world. |
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| K5. | Articulate the importance of reflecting on professional practice in order to improve it and the role of theory in this process. |
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| Skills: |
| S1. | Evaluate and articulate a cohesive rationale for applied learning and vocation pathways in schools considering significant local and global issues. |
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| S2. | Organise applied learning content into cohesive learning and teaching sequences that are likely to engage students. |
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| S3. | Select concepts, substance and structure of an area of applied learning curriculum and apply effective teaching strategies to create an inquiry based unit of work. |
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| S4. | Evaluate a range of teaching resources that support the teaching of applied learning. |
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| S5. | Apply literacy and numeracy strategies in the applied learning curriculum. |
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| S6. | Demonstrate the ability to engage in inquiry-based learning. |
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| S7. | Further develop teaching and assessment practices reflective of student need. |
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| Application of knowledge and skills: |
| A1. | Connect teaching and learning theory with applied learning pedagogy. |
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| A2. | Design a curriculum unit using discipline-based, interdisciplinary thinking and integrated approaches supported by evidence-based pedagogical principles. |
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| A3. | Plan for and reflect upon appropriate events, sequences and assessment strategies that are active, participatory and reflective, as well as experiential and evidence-based. |
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| A4. | Engage in planning, teaching, assessing, reflecting and appraising. |
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| A5. | Successfully participate in 15 days practicum. |
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| Unit Content: |
This unit will develop the basic principles of applied learning in the context of professional relationships, learning theories, and practice, which is fundamental to applied learning. By situating applied learning in society and identifying its role in the education sector, students utilise their placement to identify the impact of applied learning programs in a school setting. |
| 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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. | N/A - Not Applicable | 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 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K5, S2, S3, S6, S7, A4, A5 | Complete Professional Experience Assessment Report (Form A) in collaboration with mentor teacher Establish, reflect and evaluate learning goals and professional learning against the Australian Professional Standards for Teachers in Pre-Service Teacher Learning Log (Form B) Completion of 15 days placement in the education setting specified for their particular program | Hurdle | S/U | | 2. | K1, K2, K3, S2, S3, S5, A2, A3 | Design an applied learning sequence tailored to the learning needs of a specified cohort of students | Curriculum design | 50% - 70% | | 3. | K1, K2, K4, S1, S4, A1 | Critically analyse an applied learning assessment structure or task | Assessment analysis | 30%-50% |
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