EDF2063 · Planning for teaching and learning

Overview

This unit is designed to develop and enhance your teaching practice. With its focus on the art of planning effective, learner centred teaching and learning experiences, the unit makes connections to key elements of curriculum documents and provides opportunities to design, deliver and refine teaching plans in response to feedback. Central to this is the exploration of the various dimensions of the teaching and learning cycle including - setting learning goals, making content choices, scaffolding and sequencing learning episodes, engaging learners to maximize learning opportunities and assessing learning. You will also explore how effective, collaborative planning can facilitate the creation of productive, inclusive and supportive learning environments.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. explain the importance and role of planning for teaching and learning
2. develop a clear understanding of the role of curriculum frameworks in teaching and learning
3. apply principles of effective planning in order to design effective learning programs that maximise learner's opportunities and progression
4. demonstrate connections between assessment, reporting and planning for learning
5. demonstrate capacity to work collaboratively and independently as an adaptable and responsible professional practitioner
6. critically reflect upon and evaluate the effectiveness of implemented plans and utilise informed approaches to refine and improve planning for learning

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.