Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach Japanese in the secondary school. Pre- service teachers will be provided with opportunity to develop knowledge and understanding of relevant curriculum documents. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Japanese. They will be provided with opportunities to develop the appropriate knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Japanese. Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline-specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
The courseﾠincludes coverage of:ﾠ
- The Australian Curriculum: Languages (ACL) andﾠ Queensland senior syllabus
- Unit and lesson planning
- Resources selection and preparation
- Teaching strategies specific to languages
- Assessment, standards and moderation
- Advocacy, policies, motivation
- Professional engagement
Classes focus on how to teach a language. They are not designed to improve students' own TLﾠproficiency. Students are responsible for maintaining and/or improving their own TLﾠskills throughout the year.ﾠStudents are also expected to use the TL in class whenﾠappropriate toﾠthe context/activity/discussion.
NB: Attendance and active contribution in lectures and tutorialsﾠis expected. A lack of such class engagement becomes obvious in the inferior quality of work in assignments, and consequently, in low results. ﾠAs a professional courtesy, students are expected to advise the course coordinator & tutor of absences.
Course requirements
Assumed background
Sufficient productive and receptive competence, fluency and accuracy in the target language (TL) to use, model and teach the vocabulary, grammar, functions and topics in the Australian Curriculum: Languages and the QCAA senior syllabus.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6720, EDUC6765, EDUC6870
Restrictions
Restricted to students who are eligible to undertake Bachelor of Education (Secondary) dual program Professional Year
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
To develop in pre-service teachers:
- a practical understanding of contemporary theories and approaches to teaching languages;
- skills in devising a variety of language-specific learning activities and resources appropriate to different school contexts;
- an openness to exploring different ideas, materials and strategies;
- a generally flexible approach to teaching languages.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Japanese. (APST 2.1)
LO2.
Demonstrate the ability to apply knowledge of how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities. (APST 1.2, 1.5, 2.1, 3.1)
LO3.
Demonstrate the ability to design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, a range of effective teaching resources, a range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning. (APST 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 5.1)
LO4.
Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in Japanese. (APST 2.5)
LO5.
Demonstrate the ability to respond to feedback, and identify and design discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning. (APST 6.3, 6.4, 7.4)
LO6.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic conventions. (APST 2.1)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation, Product/ Design | Middle School learning and teaching sequence | 30% 5,000 words approx. |
4/04/2025 2:00 pm |
| Presentation, Product/ Design, Reflection | Professional engagement and communication | 20% 2,000 words approx. |
20/06/2025 2:00 pm |
| Presentation, Product/ Design | Senior learning and teaching sequence | 30% 5,000 words approx. |
10/10/2025 2:00 pm |
| Product/ Design | Assessment design | 20% 2,000 words approx. |
31/10/2025 2:00 pm |
Assessment details
Middle School learning and teaching sequence
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation, Product/ Design
- Weight
- 30% 5,000 words approx.
- Due date
4/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Using the question How do I prepare a Year 7 unit of work and lessons? as an investigation guide, develop a unit of work (term 2 or later) based on the content and standards outlined in the Australian Curriculum: Languages. Year 7 classes come to you with a variety of backgrounds, from beginner to three or four years of solid language learning. Include:
- a four-week unit overview for 12 x 70 minute lessons (maximum two pages) indicating a wide range of teaching strategies and resources, including the use of ICT;
- detailed lesson plans for the first three lessons in the unit (maximum two pages per lesson, excluding resources);
- a film clip of you teaching a concept from a lesson in the unit, as if to students in your class at school (i.e. micro teaching demonstration);
- an analysis of your work using the template provided to indicate how you would:
- engage students in learning
- integrate literacy and numeracy in your teaching
- differentiate your teaching to meet the needs of students across the range of abilities
- use learning activities as diagnostic/formative assessment to inform future teaching;
- a statement about the issues you had to consider when planning learning for a class you do not know, and not having had a practicum experience.
APST: 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.2
Submission guidelines
Submit the assignment via Blackboard as four documents at most, e.g.one Word document, one PowerPoint, one MP3 file, one MP4 file, but NOT as a PDF.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Professional engagement and communication
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation, Product/ Design, Reflection
- Weight
- 20% 2,000 words approx.
- Due date
20/06/2025 2:00 pm
- Learning outcomes
- L02, L05, L06
Task description
After completing your micro teaching task in Semester One and throughout your professional experience placement, you will have reflected on your own personal professional goals in your target language (TL) education and the feedback received from supervising teachers, tutor and lecturer, aimed at improving your teaching, and student outcomes.
1. Submit a pre-recorded multimodal presentation (8-10 minutes) in which you reflect on your understanding of contemporary Languages Pedagogy, and compare and contrast this with what you experienced on practicum. Reference feedback and advice that you received this year. Base this on your research into:
- second language acquisition and the implications for teaching which will help you achieve growth towards your personal professional goal in TL Education;
- academic research on effective language-acquisition strategies;
- classroom interventions and practical tips.
2. Select a personal TL professional goal in response to feedback you have received to date and your knowledge of languages pedagogy, and submit a 800-1000 word report that outlines:
- your personal professional goal, the background that explains why you identified this goal, and how it is linked to feedback you have received from supervisors, teachers, your tutor and lecturer;
- the expected impact on your teaching and student learning;
- why continued professional learning is essential for TL teachers;
- an overview of how you plan to work with professional associations and community representatives to build your professional knowledge and contribute to enhanced teaching practices.
APST: 1.2, 6.2, 6.3, 6.4, 7.4
Submission guidelines
Submit the assignment via Blackboard in a Word document.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Senior learning and teaching sequence
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation, Product/ Design
- Weight
- 30% 5,000 words approx.
- Due date
10/10/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Using the question, How do I prepare a senior unit of work and lessons? as an investigation guide, develop a unit of work based on a topic from the current senior syllabus.
Include:
- an overview for between 12 and 16 x 70 minute lessons (maximum four pages) indicating a wide range of teaching strategies and resources, including the use of ICT;
- detailed lesson plans for three non-consecutive lessons in the unit (maximum two pages per lesson, excluding resources);
- a film clip of you teaching a concept from a lesson in the unit, as if to students in your class at school (i.e. micro teaching demonstration);
- an analysis of your work using the template provided to indicate how you would:
- engage students in learning
- integrate literacy and numeracy in your teaching
- differentiate your teaching to meet the learning needs of students across the range of abilities
- use learning activities as diagnostic/formative assessment to inform future teaching
- a statement about the issues you had to consider when planning learning for a class you do not know.
APST: 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.2
Submission guidelines
Submit the assignment via Blackboard as four documents at most, e.g. one Word document, one PowerPoint, one MP3 file, one MP4 file, but NOT as a PDF.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment design
- Mode
- Written
- Category
- Product/ Design
- Weight
- 20% 2,000 words approx.
- Due date
31/10/2025 2:00 pm
- Learning outcomes
- L03, L06
Task description
Using the question How do I design assessment that enables students to demonstrate their knowledge and skills in both formal and informal contexts? as an investigation guide, develop a summative assessment instrument that would fulfil the requirements for specified unit(s) of the current senior syllabus. Include also formative assessment tasks that could have been used during the learning phase that would have led to this summative task.
APST: 5.1, 5.3
Submission guidelines
Submit the assignment via Blackboard in a Word document.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: No evidence of ability to apply theories and principles of teaching and learning to classroom contexts. No understanding of the role of the syllabus in supporting learning, teaching and assessment. No use of materials to support teaching, learning and assessment in Languages. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited evidence of understanding and application of theories and principles of teaching and learning to Language classroom contexts. Limited understanding of the role of the syllabus in supporting learning, teaching and assessment in Languages demonstrated. Very limited or inappropriate use of materials to support teaching, learning and assessment in Languages. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Superficial or incomplete understanding of theories and principles of teaching and learning and inconsistencies in application to the Language classroom context. Demonstrates limited understanding of the use of syllabus documents to support teaching, learning and assessment in the Language classroom context. Limited understanding of the design of appropriate resources to support teaching, learning and assessment in Languages. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate understanding and application of teaching and learning principles and theories to the Language classroom context. Justifies/evaluates reasoning adequately. Adequate understanding demonstrated of the role of syllabus to support teaching and learning. Demonstrated adequate understanding of the syllabus in design of assessment for Languages. Justifications for reasoning supported by an appropriate selection of academic sources. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Substantial understanding of theories, principles, policy and practice and their implications for teaching and learning in Language contexts. Substantial justifications/evaluations of reasoning supported by a range of resources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Languages. Some errors in communication. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated a good understanding of theories, principles, policy and practice and their implications for teaching and learning in Language contexts. Explicit justifications/evaluations of reasoning supported by a wide range of academic sources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Languages. Fluent, logical and coherent communication with minor errors only. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated a comprehensive understanding of theories, principles, policy and practice and their implications for teaching and learning in Language contexts. Comprehensive justifications/evaluations of reasoning fully supported by a comprehensive range of academic sources. Demonstrated comprehensive understanding of the syllabus in design of assessment, resources and lessons for Languages. Fluent, logical and coherent communication free of errors. |
Additional course grading information
Determining final grades: ﾠEach of the four assignments in the course will be given a grade out of 7. The final grade will be calculated using each assignment’s weighting and result, e.g.
AT1: grade of 6 at 30% weighting
AT2: grade of 5 at 30% weighting
AT3: grade of 6 at 20% weighting
AT4: grade of 7 at 20% weighting
The final grade for this student would be (A1) + (A2) + (A3) + (A4), i.e. (0.3 x 6) + (0.3 x 5) + (0.2 x 6) + (0.2 x 7) = 1.8 + 1.5 + 1.2 + 1.4 = 5.9
The final grade would be rounded to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).”
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Own copy required
You'll need to have your own copy of the following reading resources. We've indicated below if you need a personal copy of the reading materials or your own item.
| Item | Description |
|---|---|
| Book |
Breaking the sound barrier: teaching language learners how to listen
by Conti; Gianfranco; Smith; Steve - 2019 Publisher: Independently Published ISBN: 9781096973881 |
| Book |
The language teacher toolkit
by Smith; Steven; Conti; Gianfranco - c2016 Publisher: CreateSpace Independent Publishing Platform ISBN: 9781523214822 |
| Book |
The language teacher toolkit
by Smith; Steve; Conti; Gianfranco - 2023 Edition: Second edition Publisher: [S. Smith and G. Conti] ISBN: 9783949651960 |
Additional learning resources information
Learning materials and resources, etc. are found on the Blackboard Languages Curriculum Studies site that incorporates all languages: EDUC4634/4637/4639/4643/4648/7634/7637/7639/7643/7648.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Introduction (Tutorials complement the lecture program flexibly) # Introduction, housekeeping & expectations # Overview: course content, assessment, Australian Curriculum P-10, resources, comprehensible input # Free LTQ membership Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Lecture 1 tutorial Japanese teaching; how what and when. Learning outcomes: L01, L02, L03 |
|
Week 2 (03 Mar - 09 Mar) |
Lecture |
Pedagogy 1 # Comprehensible input # IRDP, TPR, TPRS # Chunking, circling, recycling # Use of resources Learning outcomes: L01, L02, L06 |
Tutorial |
Lecture 2 tutorial Comprehensible Input and variations in practice. Learning outcomes: L01, L02 |
|
Week 3 (10 Mar - 16 Mar) |
Lecture |
Pedagogy 2 # Motivating/engaging learning activities for all # Age & level-appropriate TL & activities # Differentiation # Listening, Speaking, Reading, Writing Learning outcomes: L01, L02, L06 |
Tutorial |
Lecture 3 tutorial Engaging activities & differentiation across the macroskills. Learning outcomes: L01, L03 |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
Australian curriculum & unit planning # National Plan & Strategy (AFMLTA) # Australian curriculum P-10 # Unit planning # Tasks Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 4 tutorial Unit planning P-10. Learning outcomes: L01, L03 |
|
Week 5 (24 Mar - 30 Mar) |
Lecture |
Lesson planning & pedagogy # Lesson planning # Storytelling, priming, listening, fluency, # Grammar in context, scaffolding Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 5 tutorial Lesson planning P-10. Learning outcomes: L01, L03 |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
Variations you could encounter # CLIL # AIM # IB Learning outcomes: L01, L02, L06 |
Tutorial |
Lecture 6 tutorial Finalising AT1. Learning outcomes: L03, L04 |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
Principles of language teaching P-10 # Languages in the early years # Basic principles in language teaching # Class preparation & management Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 7 tutorial Language teaching across the year levels. Learning outcomes: L01, L02 |
|
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
MId-semester break For this course mid-semester break is one week earlier during week 8 of semester. |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience Students will be attending placement during this period for the accompanying placement course |
Revision week (first semester) (02 Jun - 08 Jun) |
Lecture |
Use of technology # Use of digital technology & AI in language learning and teaching Learning outcomes: L01, L02, L03, L06 |
Tutorial |
Lecture 8 tutorial Review of practicum & preparation of AT2. Learning outcomes: L01, L03 |
|
O-Week (second semester) (21 Jul - 27 Jul) |
Lecture |
Senior syllabus 1 # Senior syllabus: Units Learning outcomes: L02, L03, L04, L06 |
Tutorial |
Lecture 9 tutorial What to teach in senior. Learning outcomes: L02 |
|
Week 14 (28 Jul - 03 Aug) |
Lecture |
Senior Syllabus 2 # Senior syllabus: Assessment Learning outcomes: L02, L03, L04, L06 |
Tutorial |
Lecture 10 tutorial How to assess in senior. Learning outcomes: L03 |
|
Week 15 (04 Aug - 10 Aug) |
Lecture |
Exploiting senior texts # Exploiting senior texts, HOT, # Combining listening, speaking, reading, writing # PACT Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 11 tutorial Creating, finding and exploiting texts in senior and writing assessment. Learning outcomes: L01, L03 |
|
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for Professional Experience Students will be attending placement during this period for the accompanying placement course. |
Week 22 (22 Sep - 28 Sep) |
Lecture |
Intercultural language learning # Literacy, Numeracy, Indigenisation # General capabilities & cross-curriculum priorities # Intercultural language learning Learning outcomes: L01, L04, L06 |
Tutorial |
Lecture 12 tutorial Scaffolding learning, revision and preparation for senior assessment. Moderation processes. Learning outcomes: L01, L03 |
|
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 23 (06 Oct - 12 Oct) |
Lecture |
Assessing the macroskills # Assessing listening, speaking, reading, writing Endorsement exercise during a tutorial (Monday - lecture - is a public holiday) Learning outcomes: L03, L06 |
Tutorial |
Lecture 13 tutorial Endorsement activity during tutorial. Learning outcomes: L03, L06 |
|
Week 24 (13 Oct - 19 Oct) |
Lecture |
Grading, feedback & moderation # Rubrics, grading, feedback, moderation # Professional networks # Professional Learning: career-long # Standards for language teachers Learning outcomes: L03, L05, L06 |
Tutorial |
Lecture 14 tutorial Making the most of professional networks and matching language professional standards. Learning outcomes: L05 |
|
Week 25 (20 Oct - 26 Oct) |
Lecture |
Professional responsibilities & wellbeing # Professional responsibilities # Learning beyond the classroom # Wellbeing Learning outcomes: L01, L03, L06 |
Tutorial |
Lecture 15 tutorial Final assessment preparation Learning outcomes: L03 |
|
Week 26 (27 Oct - 02 Nov) |
Lecture |
Where is my next learning experience? # How ready am I to teach a TL? # What can I easily implement in the future? # Where/when is my next learning experience? # Let’s party! Learning outcomes: L01, L02, L05, L06 |
Tutorial |
Lecture 16 tutorial How do I survive my first few years of teaching Learning outcomes: L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.