University of Technology Sydney

012236 Professional Experience 6: Programming and Assessing in Education

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): ((012235 Professional Experience 5: Teaching Students with Special Educational Needs OR 023155 Professional Experience 5: Teaching Students with Special Educational Needs) AND (012231 Professional Experience 1: Beginning Teaching OR 023151 Professional Experience 1: Beginning Teaching Issues in the Primary School OR 028230 Professional Experience 1: Preparation for Teaching) AND (012232 Professional Experience 2: Developing Classroom Management OR 023152 Professional Experience 2: Developing Classroom Management OR 028231 Professional Experience 2: Introduction to Classroom Management) AND 012233 Professional Experience 3: Integrating Learning Technologies AND 012234 Professional Experience 4: Integrating Diverse Contexts in Education)

Description

This subject provides students with a critical understanding of the elements of programming and assessing as fundamental to planning and evaluation responsibilities of the primary school teacher. The subject also explores reporting as a critical means by which the teacher facilitates student learning through effective feedback provision to students, parents/caregivers and school personnel.

It focuses on the development of educational programs by classroom-based practitioners. It contextualises programming in the primary school through considering external factors that impact teachers' decision-making including local, national and international policies, initiatives and trends in curriculum development. A key aim of the subject is to equip future teachers with practical skills of designing and creating effective classroom programs that are inclusive of students with varying learning needs. Highlighted in this subject are strategies for assessment of student learning within the classroom program, evaluation of that program and approaches to reporting both school activities and individual student achievement to parents and other stakeholders. An integral part of this subject is a school placement which provides an opportunity to develop understandings of programming, assessment and reporting in an authentic classroom context, considered in relation to case studies presented throughout the subject.

Subject learning objectives (SLOs)

a. Identify, comprehend and use relevant components of the NSW curriculum and syllabuses (GTS 3.1, GTS 3.2);
b. Identify key aspects and principles to construct basic activity sequences, units of work and relevant resources (GTS 2.2, GTS 3.6);
c. Identify, analyse and evaluate key aspects of the graduate teacher standards (GTS 6.1);
d. Identify, specify and evaluate strategies to provide feedback that contributes to student learning (GTS 5.2);
e. Investigate, analyse and evaluate relevant literature to explore and justify ideas (GTS 6.2);
f. Apply scholarly and thoughtful written and spoken skills appropriate to the profession (GTS 6.1).

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

  • Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

The campus-based component of this subject builds student knowledge of assessment strategies, their link with learning outcomes, and knowledge of the rationale for keeping records as a basis for monitoring student progress (GTS 3.1.5, 3.1.6, 3.1.8). In the professional domain, students use a range of teaching strategies and resources to foster interest and support learning (GTS 4.1.5), and develop skills in reporting to students, parents and caregivers (GTS 3.1.9, 3.1.10). In addition, the subject will engage students in critical reflection as a basis for improving teaching practice (GTS 6.1.1). In the personal domain, students will prepare for and contribute to discussions about the teaching profession or subject/content (GTS 6.1.6).

The field based component of this subject allows students to demonstrate practical skills in: knowing their subject content and how to teach it to their students (Element 1); knowing their students and how they learn (Element 2); planning, assessing and reporting for effective learning (Element 3); communicating effectively with their students (Element 4); maintaining safe and challenging learning environments through the use of classroom management skills (Element 5); improving their professional knowledge and practice (Element 6); and actively engaging in the teaching profession and wider community (Element 7).

Teaching and learning strategies

Learning Experiences

The subject will engage students in workshop mode, and will include lecturer presentations, small group activities, individual tasks, and reading-based discussions. Student learning will also be supported by Canvas which allows students to access subject information electronically. Students will be involved in processing activities in which research based principles for programming and assessment will be applied in K-6 contexts. The field-based experience of the subject will afford students the opportunity to apply programming, assessment and evaluation strategies in the context of day-to-day K-6 teaching and learning.

Content (topics)

This subject addresses the following main areas:

  • curriculum development and programming
  • key elements of learning unit and program design
  • evaluation of learning units and programs
  • assessment of student learning outcomes
  • reporting student progress
  • professional learning and self assessment.

Assessment

Assessment task 1: Programming

Intent:

The purpose of this paired assignment is to assist you to develop skills associated with designing teaching and learning programs across the curriculum.

Objective(s):

a, b, c, d, e and f

Weight: 50%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Selects an appropriate inquiry question for the Science or HSIE Syllabus 10 a, b, c, e, f 2.1
Identifies appropriate syllabus outcomes and related content descriptors that include content, skills and processes. 20 a, b, e, f 1.1
Identifies appropriate, manageable and engaging strategies and resources that link to the content descriptors, align with the outcomes for each subject. 20 c, d, e, f 1.2
Clearly, consistently and precisely expresses a flow of ideas across the four-week scope and sequence 20 c, e, f 1.4
Clearly justifies the importance of addressing literacy demands when planning for teaching supported by research literature, the required text, weekly readings, the online and bullet journals. 20 a, e, f 2.1
Clarity and accuracy of references and academic writing and using APA 6th Edition. 10 e, f 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Assessment and Reporting

Objective(s):

a, b, c, d, e and f

Weight: 50%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance of Australian Professional Standards for Teachers and focus area. 5 a, b, c, e, f 2.1
Justification of the strategies as opportunities to scaffold language demands in activities for EAL/D students; draws on relevant syllabus, the course readings and content. 30 a, b, e, f 1.1
Depth, clarity of description and relevance of the 2 strategies for enabling improvement and supporting EAL/D students. 30 c, d, e, f 1.2
Effective visual design, succinct and catchy display using CANVA, interaction with peers to present the strategies in the preservice teacher forum. 20 c, e, f 1.4
Clarity and accuracy of references and academic writing and using APA 6th Edition. 15 e, f 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

All assignments must be submitted in order to pass the subject.

Attendance in the class-based component of this subject is compulsory because it is based on a collaborative approach which involves essential workshopping and interchange of ideas with other students and the tutor. Satisfactory attendance in tutorials includes completion of pre-tutorial tasks, active participation in discussions as well as completion and submission of tasks set in the tutorials.

Students who fail to attend 85% of classes (8 tutorials) without an approved absence will record a final result of 'Fail' for the student's enrolment in that subject. (see Rule 3.8.2). An approved absence will require documented evidence of misadventure, illness or other legitimate reason.

The recommendation for a missed tutorial is that you complete a written or equivalent task related to content of the missed tutorial.

In keeping with professional practice, please contact your tutor in advance, or as soon as possible afterwards, if you are absent from class.

Required texts

Brady, L. & Kennedy, K. (2019).?Assessment and reporting: Celebrating student achievement,?5th Ed., Australia: Pearson.

References

See UTSOnline for references