Course coordinator
Ms Kelsey Hall
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 prepares pre-service teachers to teach Film, Television and New Media and a range of Media education subjects 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 a critical analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Film, Television and New Media . 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 Film, Television and New Media and a range of Media education subjects. 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.
Students from both EDUC4655 and EDUC7655 will engage with syllabus documents across 7-12, and understand the underpinning factors of these. They will design lessons, units, and assessments, and explore evidence-based teaching strategies.ﾠ
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6845
Restrictions
Entry to the Master of Teaching (Secondary) program
Course contact
Course staff
Lecturer
Ms Kelsey Hall
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
ﾠ
Aims and outcomes
This course aims for students to be able to apply the APST to a graduate level within the context of Film, Television and New Media, and Media Arts curriculum. Aims include the capacity to apply learning to the creation and implementation of effective teaching and learning sequences, and engagement in strategies for teaching cognitive skills, for checking for understanding and feedback within FTVNM and Media Arts classrooms.
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 Film, TV and New Media. 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 Film, TV and the New Media Studies. 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 |
|---|---|---|---|
| Practical/ Demonstration |
TASK 1: Microteaching Demonstration
|
20% 20 minute presentation |
27/03/2025 2:00 pm
Presented during workshop time. Reflection submitted to Blackboard. |
| Project | TASK 2: Learning & Teaching Sequence & Assessment | 50% 3000 words |
9/10/2025 2:00 pm |
| Project | TASK 3: Professional Engagement & Communication | 30% 1500 word report |
23/10/2025 2:00 pm
Presentation component due in tutorial, 23/10. Final after class reflection due 30/10 to Padlet. |
Assessment details
TASK 1: Microteaching Demonstration
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- 20% 20 minute presentation
- Due date
27/03/2025 2:00 pm
Presented during workshop time. Reflection submitted to Blackboard.
- Learning outcomes
- L01, L02, L03, L05, L06
Task description
Using the senior Film, Television and New Media curriculum you are to present a lesson segment in pairs/groups of three (depending on numbers).
Your presentation should go for no more than 20 minutes and should consist of the following:
- A 5-minute overview which presents your brief grid overview and also outlines where and how your segment fits into your lesson (you should show your grid overview and lesson plan)
- This can be done collaboratively or individually; its purpose is to contextualise your lesson sequence and highlight syllabus alignment.
- A 15-minute simulation of the lesson segment. This equates to 7-8 minutes each if in pairs, or 5 minutes each if a trio.
Your group is required to submit the following in one document via Blackboard prior to your presentation (only one group member needs to upload this):
- A brief grid overview that shows where your lesson fits into a possible unit of work.
- A full lesson plan that indicates where your segment fits into the lesson (the full lesson should be 60-70 minutes long)
- Any resources used.
Individually you are to submit to Blackboard a personal 1500-word personal reflection outlining:
- What you did well
- What you will need to improve for next time (in both your lesson plan and presentation)
- What professional learning you need to complete to improve student learning
- A rational outlining the importance of continued professional learning.
This must be submitted to Blackboard within the week after your presentation.
Please note: You are not required to present the full lesson in the workshop. Collectively you only present a 15-minute segment of the lesson.
Submission guidelines
Presented during workshop time. Reflection submitted to 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 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
TASK 2: Learning & Teaching Sequence & Assessment
- Mode
- Written
- Category
- Project
- Weight
- 50% 3000 words
- Due date
9/10/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
To ensure that the learning intents of the syllabus are delivered effectively, teachers need to plan their learning sequences and ensure that assessment tasks meet the requirements of the instrument specific marking guides.
The Task
You are to individually create a 25 lesson unit of work based on the senior Film, TV and New Media curriculum.
Your submission needs to include the following:
Provide a unit overview in a detailed grid format (base this on the sample template on Blackboard) which outlines:
- Learning Objectives/Success Criteria/Context // WALT, WILF, TIB
- Key content/vocab/terminology
- Key teaching, reporting and learning strategies
- Literacy and numeracy activities
- Marzano cognition
- Resources required
- Homework
- Assessment strategies (e.g. informal, formal, diagnostic, formative, summative)
Describe teaching strategies/approaches to be used. Use annotations (comment function) to justify these with academic references, referring to relevant learning theory. Take note of the suggested readings for this course, and ensure your annotations make clear how and why you have addressed a-h above.
Prepare detailed lesson plans for three key lessons within your unit plan and provide all resources digitally (if you are using physical resources, take a photo and include it with your submission).
You need to ensure that at least one of these three lessons demonstrates the implementation of ICT teaching strategies. Use annotations to justify how these strategies expand curriculum learning opportunities for students. (This ICT related annotation can be in your unit plan or in the lesson plan.)
Annotations must also:
- Explain how in your unit (and detailed lesson plans) you have incorporated strategies to differentiate teaching to meet the specific learning needs of students across the full range of abilities.
- Explain how literacy and numeracy strategies will be incorporated and developed within your unit. You need to provide specific examples of activities or strategies used.
- Explain (for at least one lesson) how you have set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Provide an assessment task and ISMG for the unit that reflects the requirements of the curriculum document. Demonstrate your understanding of assessment strategies by describing how you will use a range of approaches throughout the unit (e.g. informal, formal, diagnostic, formative, summative) to assess student learning.
Addresses APST 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 5.1
Submission guidelines
To 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 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
TASK 3: Professional Engagement & Communication
- Mode
- Written
- Category
- Project
- Weight
- 30% 1500 word report
- Due date
23/10/2025 2:00 pm
Presentation component due in tutorial, 23/10. Final after class reflection due 30/10 to Padlet.
- Learning outcomes
- L02, L05
Task description
You are to individually select a personal professional goal based on the feedback you have received to date.
Prior to class
- Conduct research into how students learn and the implications for teaching which will help you achieve growth towards your own personal professional goal in Film, TV and the New Media CS.
- Prepare and submit to Blackboard a 1500-word report that outlines:
- Your personal professional goal and an overview of why continued professional learning is essential for teachers.
- Background explaining why you identified this goal and how it is linked to feedback you have received from supervisors and teachers.
- Academic research on strategies to use.
- Classroom interventions and practical tips.
- Expected impact on teaching and learning.
- An overview of how you plan to work with professional associations and community representatives to build your professional knowledge and contribute to enhance teaching practices.
- Upload an abstract of your presentation to the discussion board on Blackboard (250 words) and to the Task 3 Padlet.
During class
- Facilitate a 10-minute session to share what you have learned with your class. In this session, it is ideal to shape your sharing around a clear why, what strategies could be practically implemented, and how this will impact learning outcomes. You can choose to include visual aids such as PPT or handouts in your presentation; or you can choose to curate an interactive discussion; however the goal of your session is to constructively share, and to encourage your peers to interact with your ideas and want to share a reason to your session on the Padlet.
After class
- Respond to at least two students’ submissions on the Padlet, suggesting an alternative approach for using these strategies in your own teaching to improve student outcomes.
Submission guidelines
Report to Blackboard.
Reflection submitted to Padlet.
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 10% of the maximum possible mark will be deducted per 24 hours from time submission is due 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: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades: 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.
All three assignments 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 receives the following three grades:ﾠ
Assignment 1 (A1): grade of 6 at 35% weighting
Assignment 2 (A2): grade of 5 at 35% weighting
Assignment 3 (A3): grade of 6 at 30% weighting
(0.35 x 6) + (0.35 x 5) + (0.3 x 6) = 2.1 + 1.75 + 1.8 = 5.65
The final grade would be rounded to the nearest whole number; in this case the grade would beﾠ6.ﾠ
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
Library resources are available on the UQ Library website.
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 |
1.why,what: learning in film, television new media Understanding the WHY & underpinning factors Learning outcomes: L01, L02, L03, L05 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
2. Syllabus, cognitions and assessment How does the syllabus guide and inform learning, teaching and assessment? Learning outcomes: L02, L03, L04 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
3. Quality assessment and success criteria How do I plan and design challenging, engaging and aligned assessment? Learning outcomes: L03, L05, L06 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
4. MICROTEACHING DEMONSTRATION TASK 1 DUE DURING WORKSHOP. DOCUMENTS SUBMITTED PRIOR TO START OF WORKSHOP TO BLACKBOARD. Upload reflection by 30 Mar. Learning outcomes: L02, L03, L06 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
5. Assessing students Developing assessment tasks Learning outcomes: L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
6. Structuring units and assessment Lessons learned from prac and identified gaps Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
7. Content, sequencing and strategies How is content shaped into effective learning sequences, and this structured into units? Learning outcomes: L01, L02, L05 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-semester break Students will have mid-sem break 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 No classes scheduled while undertaking professional experience (placement) in an accompanying course |
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for professional experience No classes scheduled while undertaking professional experience (placement) in an accompanying course |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 23 (06 Oct - 12 Oct) |
Workshop |
9. Professional Learning Focus How do I use reflective practice to develop professional learning? Learning outcomes: L01, L05, L06 |
Week 25 (20 Oct - 26 Oct) |
Workshop |
10. Professional learning presentations Task 3 seminar presentations Learning outcomes: L01, L03, L04, L06 |
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.