EDUC 2001 - Issues in Contemporary Education

North Terrace Campus - Semester 1 - 2025

This course aims to assist pre-service teachers to critically deconstruct and reflect on contemporary issues that impact the education system, teachers and students. These contemporary issues in the contexts of schools and their communities include socio-cultural issues such as information disorder, gender equity, sexuality diversity, First Nations sovereignty, racism, whiteness, poverty, privilege, and the politics of inclusive education. Inclusion for all students is considered relative to key policy documents, notably the Teaching for Effective Learning (TfEL) framework, the 'Keeping Safe Child Protection Curriculum' (KS:CPC), the 最新糖心Vlogn Curriculum (AC), and the 最新糖心Vlogn Professional Standards for Teachers (APST). Importantly, this course will introduce students to Culturally Responsive Pedagogies (CRP), which provide a vehicle for valuing the cultural assets and existing funds of knowledge of all students, expanding the curriculum, positioning students as co-learners and knowledge producers, and valuing the body (as well as mind) as a vehicle for learning and knowledge production. The core skill of planning for issues involving diversity are also reinforced, building on prior learning in these areas.

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Course Details

Course Code	EDUC 2001
Course	Issues in Contemporary Education
Coordinating Unit	School of Education
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	EDUC 1001 or EDUC 1001OL
Assessment	Reflexive written piece, Focus inquiry, Group presentation

Course Staff

Course Coordinator: Dr Samantha Schulz

Course Coordinator:
Dr Eszter Szenes
School of Education
The 最新糖心Vlog of Adelaide
Nexus 10 Building
10 Pulteney
Adelaide, 5005 SA
Email: eszter.szenes@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Students are expected to participate in one lecture and one tutorial per week. The lecture will be online and will also be recorded and uploaded to MyUni. Tutorials are a critical part of your professional learning and will take place face to face. Please DO NOT change your tutorial time.

Course Learning Outcomes

On successful completion of this course students will be able to:

	Learning Outcome	APST (Graduate)
1	Engage colleagues in critically inclusive teaching pedagogies for a diversity of learners.	1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 3.2, 3.4, 3.7, 4.1, 4.4, 4.5, 6.3, 7.1, 7.2.
2	Critically review socio-cultural issues and contexts that may inhibit educational equity and inclusion.	1.3, 1.4, 1.5, 1.6, 2.4, 3.4, 3.5, 3.6, 4.1, 4.3, 4.4, 5.3, 6.1, 6.2, 6.4, 7.3, 7.4.
3	Describe and inculcate strategies to foster students' and teachers' well-being in professional practice.	1.1, 1.3, 1.4, 1.5, 1.6, 2.5, 3.1, 3.3, 4.4, 6.3.
4	Demonstrate an understanding of safe, responsible and ethical use of ICT in learning and teaching.	2.6, 3.4, 3.7, 4.5, 6.1, 7.1, 7.2.
5	Understand the cultural contexts of schools, including the roles of parents/carers, community and Country.	1.3, 1.4, 3.5, 3.7, 5.5, 6.4, 7.3, 7.4.
6	Articulate strategies that advance First Nations sovereignty from an anti-racist standpoint.	1.3, 1.4, 2.4, 7.1, 7.2.
7	Understand inclusive teaching practices that are respectful of individual student learning needs.	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.2, 3.3, 3.6, 4.2, 4.3, 5.1, 5.2, 5.4.

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 5, 6, 7
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 3, 6
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 3, 5, 6, 7
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 2, 3, 4, 5, 6, 7
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 2, 3, 4, 5, 6, 7
Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.	1, 2, 5, 6, 7
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	4
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 3, 5, 7

Learning & Teaching Modes

The primary teaching modes for this course are online lectures and face-to-face tutorials. Students are expected to attend and participate in all tutorials and these will include small group discussion, activities and individual exercises.

If you are unable to attend your scheduled tutorial, please provide evidence of sickness or other valid reason for absence: otherwise non-attendance will be counted as absence for assessment purposes.

Note also that the Teachers’ Registration Board requires that each 最新糖心Vlogn Professional Standard is not only taught and assessed, but also practiced. This practice primarily occurs in face-to-face tutorials.

Those pre-service teachers who attend less than 80% of tutorials will be considered to be underprepared for a Professional Experience Placement. Failure to attend at least 80% of tutorials (10 of 12 sessions) will disqualify you from the Professional Experience Placement, which is a hurdle requirement in EDUC 2002.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The following time commitment is assumed. Please note that these times are approximate and for guidance only.

Lecture attendance: 12 weeks x 1 hour = 12 hours

Tutorial attendance (face-to-face): 12 weeks x 2 hours = 24 hours

Reading and Preparation for Tutorials: 12 weeks x 3 hours = 36 hours

Graded assessments: 78 hours.

Overall Time Commitment (approx) = 150 hours.

Learning Activities Summary

Schedule
	Lecture Topic	Learning Outcomes	APST (Graduate)
Week 1	Introduction to Issues in Contemporary Education	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 2	First Nations Sovereignty, Race and Racism	1, 2, 5, 6, 7	1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.6, 3.2, 3.4, 3.7, 4.1, 4.4, 4.5, 6.1, 6.3, 7.1, 7.2.
Week 3	Poverty and Privilege	1, 3, 4, 5	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.5, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 5.3, 6.1, 6.2, 6.3, 6.4, 7.3, 7.4.
Week 4	Digital Citizenship	1, 2, 3, 5, 6, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 5.2, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.3, 7.4.
Week 5	Gender and Sexuality	1, 2, 3, 5, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.6, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 6	Diff-Abilities	1, 2, 3, 5, 6, 7	1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 2.6, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.3, 6.1, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 7	Focus Inquiry	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 8	Preparation for Group Presentations / Culturally Responsive Pedagogies (CRP)	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 9	Group Presentations / Teaching for Effective Learning (TfEL) Framework	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 10	Group Presentations / Keeping Safe: Child Protection Curriculum (KS: CPC)	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 11	Group Presentations / Inclusive Lesson Planning	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 12	Group Presentations / Course Consolidation and Reflection	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.

Specific Course Requirements

This course is designed to build on your current knowledge of Teaching and to prepare for future learning and Professional Experiences in future courses. Attendance and engagement are essential for you to gain the most out of the course and for developing a core of education knowledge needed for success while on Professional Experience Placements.

The Teachers’ Registration Board requires that each 最新糖心Vlogn Professional Standard is not only taught and assessed, but also practiced. This practice primarily occurs in face-to-face tutorials. Those pre-service teachers who attend less than 80% of tutorials will be considered to be underprepared for a Professional Experience Placement.

Failure to attend at least 80% of tutorials (10 of 12 sessions) will disqualify you from the Professional Experience Placement which is a hurdle requirement in EDUC 2002.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome	APST (Graduate)
Reflexive written piece	Formative and summative	25%	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 7.3, 7.4.
Focus inquiry with core materials template attached as an appendix item	Summative	40%	1 -7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.3, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Group presentation	Summative	35%	1 - 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.1, 6.3, 7.1, 7.2.

Assessment Related Requirements

All assignments should be submitted online through MyUni, using Turnitin where indicated. All assignments must be submitted on the due date unless an extension has been granted. Late submissions will accrue a deduction of 2% per day to a maximum of 7 days (including weekends and public holidays) in keeping with the Faculty of ABLE Late Assignment Policy.

Assessment Detail

1. Reflexive written piece (25%) – Students will critically reflect on an issue in contemporary education based on assigned readings, class materials and activities.

2. Focus inquiry with core materials template attached as an appendix item (40%) – Students will write an essay that critically analyses and reflects on one key theme from the course used as a lens for inquiry.

3. Group presentation (35%) – Students will deliver an in-person presentation on an assigned topic.

Submission

Everything is to be submitted online via MyUni. In the event of extreme technological failure, alternative submisions may be considered. In this event, please email your tutor as soon as possible.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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