Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course satisfies the program accreditation requirements for qualification as a secondary mathematics teacher (Years 7-12). It prepares pre-service teachers to teach Mathematics in the secondary school, with a focus on teaching from junior secondary school through to intermediate and advanced levels of mathematics in the senior phase of schooling. The course will engage pre-service teachers in a critical analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Mathematics. Students will become familiar with Australian Curriculum: Mathematics and how the curriculum documents are used to plan for and inform classroom practice. They will be provided with opportunities to develop relevant knowledge and teaching strategies to address literacy and numeracy demands and learning opportunities that exist in Mathematics. A focus of the course will be on interacting with and developing activities and learning experiences which engage and deepen student understanding of mathematics beyond the textbook. Pre-service teachers will demonstrate the application of knowledge and skills to practice through (i) designing, implementing and evaluating effective learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identifying and designing 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 course is organised around three modules
Module 1: Teaching and learning in mathematics
Weeks 1-6
- Contemporary teaching and learning in mathematics
- Structure and development of the senior Mathematics Syllabuses and the Australian Curriculum
- Developing a repertoire of teaching strategies across the curriculum
Module 2: Planning and assessment
Weeks 7-10
- Introduction to assessment in mathematics
- Senior maths assessment
- Planning sequences of lessons
- Creating an inclusive classroom in mathematics
Module 3: Developing your practice as a professional
Weeks 11-16
- Professional learning
- Teacher journals and writing articles
- Development as an early career teacher
Course requirements
Assumed background
Students are assumed to have a strong disciplinary knowledge of mathematics. It is highly recommended that students seek to identify and improve their mathematical knowledge of any topics in the school mathematics curriculum in which they are not confident.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6725; EDUC6841, EDUC6840
Restrictions
Entry to the Master of Teaching (Secondary) program
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to (1) prepare pre-service teachers to teach Mathematics in both the junior and senior phases of secondary schooling; (2) engage pre-service teachers in analysis of disciplinary developments in scholarship and professional practice in the teaching of Mathematics; (3) engage with and develop familiarity with Australian Curriculum: Mathematics and the QCAA Senior Secondary Syllabus documents to plan for and inform classroom practice; (4) develop relevant knowledge and teaching strategies to address literacy and numeracy demands and learning opportunities that exist in Mathematics.
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 Mathematics. (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 expand 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 Mathematics. (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 |
|---|---|---|---|
| Participation/ Student contribution, Performance, Reflection |
Participation and microteaching
|
15% + non-graded hurdle tasks |
Throughout the year, commencing Week 1 |
| Essay/ Critique, Product/ Design |
Evaluating & teaching with digital resources
|
30% 2000 words equivalent |
11/04/2025 2:00 pm
Part E due by Friday Week 7 |
| Product/ Design |
Learning & teaching sequence and assessment task
|
30% 2000 words equivalent |
1/08/2025 2:00 pm |
| Paper/ Report/ Annotation, Product/ Design, Reflection |
Professional development and communication task
|
25% 2500 words equivalent |
Part 1 Reflection (see due details below) 24/10/2025 2:00 pm Part 2 Professional Engagement 24/10/2025 2:00 pm Part 3 Professional Communication 24/10/2025 2:00 pm
The three separate journal entries in Part 1 are due throughout the year: The first entry must be prior to Prac 1, the second entry between Pracs 1 and 2, and the final entry after second prac (but no later than 24 October). |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Participation and microteaching
- Hurdle
- In-person
- Online
- Mode
- Activity/ Performance, Written
- Category
- Participation/ Student contribution, Performance, Reflection
- Weight
- 15% + non-graded hurdle tasks
- Due date
Throughout the year, commencing Week 1
- Learning outcomes
- L01, L02, L03, L05, L06
Task description
Purposes:
- To engage in a community of learning around the teaching and learning of mathematics in secondary school
- To develop preliminary skills in lesson presentation
- To encourage peers through positive comments and constructive feedback
Part 1: Microteaching, personal reflection and peer feedback (non-graded hurdle requirement, Semester One)
Individually conduct and receive constructive feedback on a 5 minute "textbook" lesson in Semester One to your class on a specific skill and/or concept in the Australian Curriculum: Mathematics for Years 7-12. Your lesson must include substantial hand-written whiteboard work. The topic of your lesson will be negotiated based on sign ups of a range of topics in Weeks 3-7. You will also provide positive comments and constructive feedback for your peers’ lessons related to the presentation and content, oral expression, written board work, eye contact and questioning.
Individually you are to submit to Blackboard a personal reflection outlining what you did well, what you need to improve (in your lesson content, structure and presentation), what professional learning you need to complete to improve student learning and a rationale outlining the importance of continued professional learning. This must be submitted to Blackboard by the end of the week after your presentation. (~300 words)
Part 2: Preparation & participation (graded, 15%)
Students are expected to prepare for and participate in workshops (face-to-face, synchronous and asynchronous) as directed by the lecturer including assigned readings listed in the course profile and any weekly preparation tasks in Blackboard. You are expected to contact the course coordinator if you are unable to attend class.
Hurdle requirements
Students are required to provide a 5-6 minute microteaching lesson to the class and respond to questions from the audienceSubmission guidelines
Written portions to be submitted in Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Contact course coordinator to negotiate extensions of microteaching or weekly preparation tasks.
Late submission
Assessment rubric acknowledges regular timely preparation of submitted weekly tasks.
Evaluating & teaching with digital resources
- Mode
- Written
- Category
- Essay/ Critique, Product/ Design
- Weight
- 30% 2000 words equivalent
- Due date
11/04/2025 2:00 pm
Part E due by Friday Week 7
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L06
Task description
Purposes:
• To connect your knowledge about curriculum, mathematical learning and teaching approaches.
• To develop your skills in searching and evaluating high quality digital resources relevant for teaching.
• To encourage you to use digital resources as a source of practical ideas for the classroom.
• To apply the ideas of reform, connection, mathematical understanding and student motivation in the form of a lesson plan
Audience: Part A, B: Academic audience; Part C, D, E: Teachers. Note: Audience is VERY important! You are expected to write in a genre appropriate for teachers: succinctly with clear language and formatting, keeping in mind that teachers are busy, intelligent and committed people.
Task
To complete this assignment, you will first need to find three digital resources from different sources, of varying quality, and in three different strands of mathematics that each focus on practical ideas for teaching or learning a specific mathematical topic taught in Years 7-12 (e.g., quadratic equations, visualising geometric transformations); if a resource is more general, you must find a way to highlight a specific topic within that resource.
Part A. Critically evaluate the usefulness of each of the three resources in terms of addressing the principles of motivation, understanding and connection as outlined in the course. Justify your arguments with the lecture notes and course readings (300-500 words each).
Part B. Select the best of the resources in Part A and use the Australian Curriculum to clearly identify a key concept within a grade level (Year 7-12) that the resource could be used to teach. Utilise relevant chapters of the Goos et al. (2017) text to identify and discuss difficulties that students are likely to face in learning this topic. Suggest teaching strategies for overcoming these difficulties (300-500 words).
Part C. Upload a title, link, image and brief (~50 words) teacher-friendly overview of the selected digital resource (for teachers to skim and see if it’s relevant for their needs) into the appropriate area in the class wiki.
Part D. Design a lesson (45-90 minutes) that incorporates the selected digital resource and capitalises on it in creative ways to promote student understanding of your selected content (two pages plus additional appendices if needed).
Part E. To be completed 7-11 April. Select three resources from your peers’ submissions in the wiki that you consider to be exceptionally useful for teaching the content described in the overview and write a brief comment (~10-30 words) below each resource why you think the resource will be useful. (This is not used to mark the resources, just ensures that you LOOKED at the resources submitted.)
Submission guidelines
Parts A, B, D - Link in Blackboard
Parts C, E - Blackboard Wiki
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.
Learning & teaching sequence and assessment task
- Mode
- Written
- Category
- Product/ Design
- Weight
- 30% 2000 words equivalent
- Due date
1/08/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Purposes
- To draw together your knowledge about curriculum content and structure, mathematics teaching approaches, and assessment principles and practices.
- To develop your skills in curriculum planning and resource preparation.
- To extend your thinking about planning beyond individual lessons.
- To apply the ideas of mathematical understanding, connection and student motivation in a sequence of lessons.
Task Overview
Design or modify an idea for a multi-lesson mathematical investigation for senior secondary students (Years 11-12) who find mathematics challenging. You will develop this idea into a detailed outline (including assessment) with sufficient detail for another teacher to develop into individual lessons. Justify your choices in selecting particular activities using research evidence of how students learn, how the activities allow for differentiation in mathematics and promote literacy and numeracy. Be sure to choose a format that will provide busy teachers with sufficient information to teach the investigation without being overly detailed.
Details
This task requires completing the following steps:
1. Write a one page A4 overview of the investigation which includes:
- Course, Year level targeted
- Context of the investigation including a statement of the question, task, problem or issue to be investigated
- Key concepts in the senior syllabus which are the primary focus of learning in the investigation
- Brief identification of embedded numeracy and literacy demands, strategies or links
- Resources needed in undertaking the investigation, including at least one ICT resource
- Summary of the key phases of the investigation framework and approximate timeline (e.g., number of lessons)
- Assessment overview: description of final assessment and any other assessment strategies being used (informal, formal, formative, summative, diagnostic)
- Source of ‘inspiration’ for the idea (URL if web resource, complete reference, or AI prompt).
2. Provide a more detailed outline of the sequence of teaching, learning, and formative assessment activities (these are not lesson plans, but a summary of each phase of the investigation). Explicitly identify where you have included: elements to engage students (‘sparks’), supportive scaffolding, content development and strategies to differentiate. Be sure to include approximate timelines for each phase or set of lessons (2-3 pages).
3. Describe or provide a final assessment task to be completed by students, identifying sources of evidence you will look for in student work and guidelines for teacher judgements (e.g. a list of criteria) (1-2 pages).
4. Provide a one-page justification of how the investigation: (i) embraces principles of mathematical understanding, connection and motivation; (ii) engages and scaffolds students who are disengaged or find mathematics difficult; (iii) differentiates learning of the identified mathematical content; (iii) promotes literacy and numeracy; and (iv) why the culminating assessment task is appropriate for this investigation. Use the course text and lectures to support your justifications.
Submission guidelines
Link in Blackboard
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 development and communication task
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Product/ Design, Reflection
- Weight
- 25% 2500 words equivalent
- Due date
Part 1 Reflection (see due details below) 24/10/2025 2:00 pm
Part 2 Professional Engagement 24/10/2025 2:00 pm
Part 3 Professional Communication 24/10/2025 2:00 pm
The three separate journal entries in Part 1 are due throughout the year: The first entry must be prior to Prac 1, the second entry between Pracs 1 and 2, and the final entry after second prac (but no later than 24 October).
- Other conditions
- Student specific.
- Learning outcomes
- L02, L05, L06
Task description
Purposes
• To authentically engage with the profession.
• To identify personal learning needs and ways to effectively improve as a teacher.
• To develop qualities and strategies of a reflective practitioner.
• To demonstrate communication skills appropriate for a teacher audience.
APST 1.2, 6.3, 6.4, 7.4
Audience
Professional and personal
Task Overview
Keep a journal that reflects on your personal journey over the year as a beginning teacher. Document your engagement with a professional learning opportunity or community that extends your background in an aspect of teaching secondary mathematics. Write a short article for beginning teachers that communicates one idea related to your professional engagement or learning journey and draws on research in the field.
Details
This task requires three parts:
Part 1: Reflection. Keep a digital journal throughout the year in which you periodically reflect on your development as a beginning mathematics teacher. Articulate your strengths and personal professional goals in relation to areas that you would like to further develop, making connections to feedback you have received from supervising teachers. Relate your strengths and areas to develop to how students learn and the implications as a secondary mathematics teacher. You must include three of these entries regularly spaced through the year: before first prac, between pracs and after second prac (aim for 100-200 words each).
Part 2: Professional engagement. Select an area to develop related to teaching mathematics and engage with a professional learning opportunity or community that will extend your background or confidence in this aspect of teaching. Explain your choice of engagement, describe your involvement and indicate how your learning inspired the focus of your article. Include a brief reflection on why continued professional learning is important and how engagement with professional associations and community groups can contribute to your practice as a teacher of secondary mathematics. (400-600 words as a single entry, identified as Part 2: Professional engagement).
Part 3: Professional communication. Write a 500-1500 word mathematics teacher magazine article based on a topic, experience or idea that is relevant to beginning teachers and was inspired by your reflection and/or engagement. Support your claims with research findings (2-4 references beyond the text).
Submission guidelines
To be submitted via journal in Blackboard (Parts 1 & 2). Part 3 will be submitted via TurnItIn link in Blackboard.
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.
An extension of a Part 1 journal entry is by negotation with course coordinator. Parts 2 and 3 require a formal assessment extension request.
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: Typical pattern of assignment grades: mainly 1s and 2s for separate criteria; overall assignment grades of 1. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Typical pattern of assighment grades: mainly 2s and 3s for the separate criteria; overall assignment grades of 2. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Typical pattern of assighment grades: mainly 3s for the separate criteria; overall assignment grades of 3. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Typical pattern of assignment grades: mainly 3s, 4s, 5s for the separate criteria; overall assignment grades of 4. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Typical pattern of assignment grades: mainly 4s, 5s, 6s for the separate criteria; overall assignment grades of 5. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Typical pattern of assignment grades: mainly 6s for the separate criteria; overall assignment grades of 6. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Typical pattern of assignment grades: mainly 7s for the separate criteria; overall assignment grades of 7. |
Additional course grading information
Determining the final grade:
The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All four assessments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
A student submits all tasks on time and receives a 5 on AT1, a 4 on AT2, A 6 on AT3 and a 4 on AT4. These are graded 15%, 30%, 30% and 25% respectively. The overall grade calculation would be (4 x 0.15) + (4 x 0.30) + (6 x 0.30) + (4 x 0.25) = 0.6 + 1.2 + 1.8 + 1.0 = 4.6, and the final grade would be assigned as below.
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.
Additional learning resources information
Blackboard Site
There is a Blackboard site for this course. Log in using your UQ ID and password at https://learn.uq.edu.au/. The site contains required course content, announcements, resources, discussion board, and additional course documents. You must check the Blackboard site at least once a week when classes are in session.
Other essential materials:
QLD senior mathematics curriculum documents for Essential Mathematics, General Mathematics, Mathematical Methods, Specialist Mathematics (these can be found on the QCAA website and should be downloaded forﾠuse throughout the course).
Other useful resources:
Queensland Association of Mathematics Teachers
Students are strongly encouraged to join the Queensland Association of Mathematics Teachers (QAMT; web address https://qamt.qld.edu.au). Limited membership is free for preservice teachers. Entitlements include the QAMT journal and newsletter, free or discounted workshops and conferences, the newsletter of the Australian Association of Mathematics Teachers (AAMT), and reduced rates on AAMT’s excellent range of print resources and software (available at https://aamt.edu.au). Membership application forms can be downloaded from the QAMT website.
Another international organisation that may have useful information and resources for secondary mathematics teachers are the (US) National Council of Teachers of Mathematics (NCTM, https://www.nctm.org), (UK) Association of Mathematics Teachers (AMT, https://www.atm.org.uk) and NZMaths (https://nzmaths.co.nz).
University Library
The University’s Central Library houses an extensive collection of references on the teaching, learning and assessment of mathematics. In addition, the library Curriculum Reserve collection contains a wide range of resources to support teaching mathematics in schools.
Mathematics teaching journals, found in the periodical collection in the Library or online, are also an excellent source of practical ideas and activities for the classroom (see the list of selected journals below). The library’s multimedia section has several collections of videos on mathematics topics taught in the junior and senior school.
Selected Journals
These journals may be useful resources for lesson ideas and topics relevant to secondary mathematics teachers:
- Teaching Mathematics (QAMT)
- The Australian Mathematics Education Journal (AAMT)
- Mathematics Teacher: Learning and Teaching PK-12 (NCTM)
- Mathematics Teacher Educator (NCTM)
- School Science and Mathematics Journal (US)
- Mathematics Teaching (UK)
Additional Websites
In addition to the above organisations (QAMT, AAMT, NCTM, NZMaths) these websites may have useful resources for lesson ideas and professional development relevant to secondary mathematics teachers:
- reSolve: Maths by Inquiry (https://resolve.edu.au)
- YouCubed (https://www.youcubed.org)
- NRich (https://nrich.maths.org)
- Bowland Maths (https://www.bowlandmaths.org.uk)
- Illuminations (https://illuminations.nctm.org)
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) |
Workshop |
Week 1. Mathematical reform & motivating learning How students learn I: Motivation, mathematical mindset, grit; History and development of school mathematics; quality teaching & influences Learning outcomes: L01, L02 |
Week 2 (03 Mar - 09 Mar) |
No student involvement (Breaks, information) |
Week 2 (cancelled due to weather event) - the remaining weeks have been adjusted to account for this This week was cancelled to due preparations and aftermath of Cyclone Alfred. The content this week has been moved to Week 3 and the other weeks have been adjusted accordingly. |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Week 3. Developing maths understanding & numeracy (previously Week 2) How students learn II: Activities for developing mathematical understanding; Literacy & Numeracy in mathematics; lesson planning; graphing calculators Learning outcomes: L01, L02, L04 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Week 4. Number and measurement (previously Week 3) Teaching number (proportional reasoning) and measurement; Australian curriculum; Mathematical processes in the curriculum; Peer teaching begins Learning outcomes: L01, L02, L03, L06 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Week 5. Algebra; Functions & transformations (previously Week 4) Developing algebraic reasoning; exploring functions & transformations. More on lesson plans; Peer teaching continues. Learning outcomes: L01, L02, L03, L06 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Week 6. Geometry & trigonometry (previously Week 5) Developing geometric reasoning; building understanding of trigonometric functions and relationships. Visualisation and hands-on maths; Peer teaching continues. Learning outcomes: L01, L02, L03, L06 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Week 7. Prob & stats; Maths investigations (previously Week 6) Developing probability & statistics understanding; Peer teaching continues. APST 2.1, 2.2, 3.3, 3.4 ... Also some topics from what was previously week 7 (the rest will be moved to a later week in the year): Preparing for prac; classroom management; responding to feedback; mathematical investigations; Mathematical modelling (may be moved to after prac); Problem-solving and modelling tasks (PSMTs). APST 2.3, 3.1, 3.3, 5.1, 6.3 Learning outcomes: L01, L02, L03, L06 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-semester break For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience |
Revision week (first semester) (02 Jun - 08 Jun) |
Workshop |
Week 8. Assessment and curricular alignment Prac debrief; Assessment; scaffolding across a unit; Senior secondary assessment criteria and standards APST 1.5, 2.5, 3.1, 3.2, 5.1 ... Plus some of the following topics from what was supposed to be Week 7 (some was already covered in Week 6, some this week (Week 8), the rest of this will be moved to Sem 2): classroom management; responding to feedback; mathematical investigations; Mathematical modelling; Problem-solving and modelling tasks (PSMTs). APST 2.3, 3.1, 3.3, 5.1, 6.3 Learning outcomes: L01, L02, L03, L04 |
O-Week (second semester) (21 Jul - 27 Jul) |
Workshop |
Week 9. Senior assessment Feed-forward on AT3; APST 5.1 Learning outcomes: L03 |
Week 14 (28 Jul - 03 Aug) |
Workshop |
Week 10. Differentiation Developing learning activities that cater for diverse learners; EALD focus; APST: 1.5, 2.3, 2.5 Learning outcomes: L02, L03, L04 |
Week 15 (04 Aug - 10 Aug) |
Workshop |
Week 11. Mathematics classrooms Prep for final prac; developing a positive learning environment and talk in the maths classroom; articles for teachers APST: 2.5, 6.3, 6.4 Learning outcomes: L04, L05 |
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for professional experience |
Week 22 (22 Sep - 28 Sep) |
Workshop |
Week 12. Senior Secondary Curriculum extension Prac review; Further topics in senior secondary mathematics; Continued professional learning Learning outcomes: L01, L02, L05 |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 23 (06 Oct - 12 Oct) |
Workshop |
Week 13. Looking back & forward to your classroom Course recap. Resources in the classroom. APST 6.4, 7.4 Learning outcomes: L01, L05 |
Week 24 (13 Oct - 19 Oct) |
Workshop |
Week 14. Assessment clinic Workshopping your article. Feed-forward on AT4. Learning outcomes: L05, L06 |
Week 25 (20 Oct - 26 Oct) |
Workshop |
Week 15. Negotiated topic Topic to be negotiated by the class APST 2.1, 2.3 Learning outcomes: L01, L03 |
Week 26 (27 Oct - 02 Nov) |
Workshop |
Week 16. Being an early career teacher Advice from a first year teacher (former student in this course) about starting your teaching career. 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.