ETS5004: VCE Curriculum & Pedagogy - Report on Senior Secondary Ed

This report delves into the VCE Unit 1 and 2 curriculum, focusing on pedagogy and content within a specialized discipline. It examines the transition from middle years to VCE, considering cognitive, social, emotional, and physical development, and how these factors influence curriculum development and practice, aligning with the DET Victorian Teaching Model and VCAA documents. The report further explains how to expand and teach the curriculum outcomes, utilizing key knowledge dot points as sub-headings, substantiating reasoning with readings, resources, and VCAA documents, while making connections between pedagogical theory and practical application. It includes analysis of VCAA study designs, bulletins, advice for teachers, assessors' annual reports, and the VCE Administrative Handbook, aiming to enhance understanding and implementation of the VCE curriculum. Desklib offers a wealth of similar solved assignments and resources for students.

ETS5004 Assessment Task 1 - Senior Secondary Pedagogy and Curriculum
The aim of this assessment is to become more familiar with the theory and content surrounding VCE within your discipline. You will develop a
report that explores the VCE Unit 1 and 2 curriculum and associated VCAA documents in ONE of your specialisation areas.
Initial preparation in class week 2:
In your specialisation groups, you will map as a team the overall approaches to how you would teach the outcomes of the unit. You will
make a visual map of an overview of the sequence of key knowledge, which would include what experiences and learning outcomes
you are looking for and preliminary ideas to catering for engagement and differentiation. You will submit a copy of this plan.
The report discussion will be split into two sections:
1. The transition for students from the middle years into VCE pedagogies, where you will draw on knowledge relating to the cognitive,
social, emotional and physical development of students to explore differences and similarities in catering for various abilities. You will
unpack how these affect curriculum development and practice, making connections to the DET Victorian Teaching Model and the VCAA
VCE curriculum documents (800 words or equivalent).
2. After researching the prescribed VCE Unit 1 and 2 curriculum documents for your specialisation area (one specialisation only), explain
and document (600 words for Unit 1 & 600 words for Unit 2, or equivalent professional requirement) how you would expand and teach
the curriculum outcomes. By using the key knowledge dot points as sub-headings, write a discussion of how you would teach each key
knowledge dot point, substantiating your reasoning with appropriate readings, a range of varied engaging resources and VCAA
documents. (Make connections between section 1 & 2). Use the table template provided in VU Collaborate.
The appropriate VCAA documents to review:
 VCAA study design in your specialisation area
 VCAA Bulletin
 VCAA Advice for Teachers (contains examples of activities, which you may wish to include, however you will need to explain why it is
worthwhile and how it can support learning needs and differentiation)
 Assessors annual report in your specialisation area.
 VCE Administrative Handbook (assessment processes and other procedures)

ETS5004 Assessment Task 1 - Senior Secondary Pedagogy and Curriculum Rubric - 30%
Criteria High Medium Low Not
Shown (0)
Compare and contrast
pedagogy and
curriculum practices
across middle years
(MY) and VCE
(as evident in Section 1)
Comprehensive and insightful discussion and
analysis of the similarities and differences
between MY and VCE in catering for various
abilities. Thorough and accurate analysis of
the cognitive, social/emotional and physical
implications of student learning. Complex
analysis of the challenges of student learning,
engagement and differentiation.
(7-6)
Clear discussion and analysis of the
similarities and differences between MY and
VCE in catering for various abilities. General
analysis of the cognitive, social/emotional and
physical implications of student learning.
Some analysis of the challenges of student
learning, engagement and differentiation (5-4)
Limited discussion and analysis of the
similarities and differences between MY and
VCE in catering for various abilities. Little or
no analysis of the cognitive, social/emotional
and physical implications of student learning.
Little analysis of the challenges of student
learning, engagement and differentiation (3-2)
Not Shown
Knowledge of DET
(HITS, Pedagogic model)
and VCAA curriculum
documents, written
expression and
referencing in Section 1
Thorough and in depth understanding of
relevant VCAA and DET curriculum
documents.
Exceptional command of expression,
argument and structure.
Accurate and detailed academic referencing of
sources where appropriate. (5-4)
General understanding of relevant VCAA and
DET curriculum documents.
Generally well written and structured limited
organisation of ideas and arguments
Acknowledgment of some academic sources
where appropriate. (3-2)
Little understanding of relevant VCAA and
DET curriculum documents.
Poorly written, poorly organised and problems
exist with the logic of arguments.
Little or no acknowledgment of academic
sources. (1)
Not shown
Identify most
appropriate learning
experiences for VCE
students
(as evident in Section 2)
Complex understanding of VCAA curriculum
documents. Detailed identification of
inclusive and engaging practices. Highly
detailed variety of resources and examples
are provided to support each key knowledge
dot point. Differentiation practices included.
Clear discussion and analysis of the
usefulness and quality of each chosen task.
(8-7)
General understanding of VCAA curriculum
documents. Clear identification of inclusive
and engaging practices. Somewhat detailed
variety of resources and examples are
provided to support each key knowledge dot
point. Differentiation practices included.
General discussion and analysis of the
usefulness and quality of each chosen task.
(6-4)
Limited understanding of VCAA curriculum
documents. Some identification of inclusive
and engaging practices. Limited variety of
resources and examples are provided to
support each key knowledge dot point. Little
or no differentiation practices included.
Limited discussion and analysis of the
usefulness and quality of each chosen task.
(3-1)
Not shown
Discussion on the
quality and usefulness
of teaching practice
examples.
(as evident in Section 2)
Thorough and insightful discussion on how
each activity supports the VCE learner. (5-4)
General discussion on how each activity
supports the VCE learner. (3-2)
Limited discussion on how each activity
supports the VCE learner. (1)
Not shown
Knowledge of DET
(HITS, Pedagogic Model)
and VCAA curriculum
documents, written
expression and
referencing in Section 2
Thorough and in depth understanding of
relevant VCAA and DET curriculum
documents.
Exceptional command of expression,
argument and structure.
Accurate and detailed academic referencing of
sources where appropriate. (5-4)
General understanding of relevant VCAA and
DET curriculum documents.
Generally well written and structured limited
organisation of ideas and arguments
Acknowledgment of some academic sources
where appropriate. (3-2)
Little understanding of relevant VCAA and
DET curriculum documents.
Poorly written, poorly organised and problems
exist with the logic of arguments.
Little or no acknowledgment of academic
sources. (1)
Not shown