| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Pop Up Project |
| Unit ID: | EDMAS6129 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMAS6125) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to provide PSTs with the opportunity to create, implement and reflect on a project that involves young people and is linked to an area of personal passion. PSTs identify a focus for their project, involve one or more young people (usually in the context of a school where a professional placement has occurred), collaboratively plan experiences with the young people, engage in the project and reflect on what has been learned and achieved. Permission to work with young people is required and ethical responsibilities as well as legislative, administrative and organisational requirements must be met. |
| 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: |
| On successful completion of the unit the students are expected to be able to: |
| Knowledge: |
| K1. | Identify ways to connect personal passions and areas of expertise to designing engaging teaching and learning experiences for young people which aim to make a difference. |
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| K2. | Investigate the role of external professionals and community representatives in broadening professional knowledge and practice. |
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| K3. | Understand key principles in Codes of Ethics and Conduct for the teaching profession. |
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| K4. | Identify relevant legislative, administrative and organisational policies and processes required. |
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| K5. | Examine strategies for working effectively, sensitively and confidentially with parents/carers. |
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| K6. | Identify the differences and similarities between the role of a teacher and the role of a mentor. |
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| Skills: |
| S1. | Design a passion project which actively involves at least one young person and which aims to make a difference in their lives. |
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| S2. | Reflect on the outcomes for self and others. |
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| S3. | Apply key principles described in Codes of Ethics and Conduct for the teaching profession. |
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| S4. | Communicate clearly, appropriately and effectively with schools/agencies, young people, and with parents/carers. |
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| S5. | Document the journey of the project capturing organisational and conceptual note-making, milestones, new learning and feedback. |
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| Application of knowledge and skills: |
| A1. | Engage professionally and communicate clearly with colleagues, parents/carers and the community meeting ethical, legislative, administrative and organisational responsibilities. |
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| A2. | Develop a journal over the course of the project including conceptual mapping, learner profiles, milestones, reflections on roles and practice, organisational lists, documentation related to engagement with the broader community and teaching networks, feedback in relation to impact, photographic evidence, resources, and insights into the place of passion when learning and teaching with young people. |
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| Unit Content: |
Topics include Finding and exploring areas of passion that could link to a suitable project Examining the role of mentor and how this may differ from the teaching role Designing and negotiating projects with a focus on young people Understanding the role of networks, external professionals and community representatives in broadening teachers’ professional knowledge and practice Working effectively and ethically with other professionals, with students in this context, and with parents/carers adhering to the Codes of Ethics and Conduct Conducting risk assessments and ensuring that relevant legal, administrative and organizational policies and processes are applied. Examining ways to capture and evaluate outcomes for self and others Examining the place of passion in schooling and the links to learning deeply and moral purpose |
| 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 | Learning outcomes
(KSA) | Assessment task
(AT#) | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Not applicable | Not applicable | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Not applicable | Not applicable | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Not applicable | Not applicable | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Not applicable | Not applicable | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Not applicable | Not applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, K4, K5 S3, S4, A1 APST 7.1, 7.2, 7.3, 7.4 | Engage professionally and communicate clearly with colleagues, parents/carers and the community meeting ethical, legislative, administrative and organisational responsibilities. | Portfolio of documentation including a risk assessment | 40-60% | | 2. | K1, K6, S1, S2, S5, A2 APST 7.4 | Develop a journal over the course of the project including conceptual mapping, learner profiles, milestones, reflections on roles and practice, organisational lists, documentation related to engagement with the broader community and teaching networks, feedback in relation to impact, photographic evidence, resources, and insights into the place of passion when learning and teaching with young people. | Journal | 40-60% |
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