最新糖心Vlog

Alison-Jane Hunter
Office: 324j, Engineering South
Email: alison-jane.hunter@adelaide.edu.au

#	On Successful completion of this course student will be able:	APST Standard	AQF7/8	GA
Semester One
1	Demonstrate deep knowledge and understanding of the complexity of the discipline and theteaching strategies of the learning area.	2.1	Knowledge	1,2,3,5,6,7
2	Design and sequence unit and lesson plans based on essential content of the subjectarea, curriculum, including effective assessment principles.	2.2 & 2.3 & 3.2	Application	1,2,3
3	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	Application	2, 4, 5, 8
4	Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.3 7 3.2	Skills	2,3,5
5	Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations.	6.2, 6.3 & 7.4	Knowledge & Skills	4, 5, 6, 7, 8
6	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers	6.2, 6.3, 7.1, 7.2, 7.3, 7.4	Knowledge, Skills & Application	3,4,8
7	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students	3.5, 4.2, 5.5	Knowledge, Skills & Application	2,4
Note: 最新糖心Vlogn Professional Standards for Teachers (APST):   最新糖心Vlogn Qualifications Framework (AQF):   Graduate Attributes: 最新糖心Vlog of Adelaide Graduate Attributes:

Alison-Jane Hunter (2014) All New Great Ideas for the Middle School Classroom SAETA Norwood

Available from AATE at English House, Kensington or from the course tutor at the first class

You will be advised of readings throughout the course.
You will need to complete your first task through My Uni.
You will be expected to read the named texts in the course, as well as around these texts.
You are not required to buy these additional texts, but you should ensure you have access to the texts and have read them in advance of the lesson in which they will figure. Many text suggestions are made in the textbook, so you are not alone!

The classes will predominantly take the form of interactive workshops. Please ensure you bring a notebook and pen with you to all classes or a laptop/iPad if you happen to have access to either of these.

There will be a 1 x 120 minute workshop for per week for this course. Students are expected to engage with MyUni for some online components, lecture information and readings.

There are 2 hours’ contact time for eight weeks in semester one. Students should expect that an additional 6 - 7 hours will be required for preparation. At the peak time of assessment, students can expect an increased time commitment.
 

Schedule

Week 1	Basic Functional/Systemic Grammar for Years 8-10.	Language, Literacy and Literature: making sense of the AC:E strands. Building a glossary of technical terms for Year 8.	Teaching Poetry in Year 8: P.10. Weekly discussion board: what poetry would work in Year 8?	(Please Note that ICT strategies are integral to each element in this program)
AITSL	All 3	2.3	2.3, 2.5, 3.4
Week 2	Nominalisation and Morphemic Spelling strategies. P. 73.	Understanding purpose and audience. Genre and Register.	The Holiday Project. P.55. Weekly discussion board: read and find a pair text for a SHIP class studying ‘Flowers for Algernon’. P.53.
AITSL	All 2, 3.4, 3.7	4.1, 5.3, 5.4, 5.5	2.3, 2.5, 3.2
Week 3	Punctuation for effect. P. 46. Grammar exercises attached to ‘The Snow Spider’.	Teaching a novel in Year 8. P.46. ‘The Snow Spider.	‘A Story to Tell’ and ‘Noongar Mambara Bakitj’ P.27. Teaching Indigenous Literature. Weekly discussion board: create a one page worksheet on an aspect of grammar covered. Share and discuss.	Assignment Due: Monday 7 April. Students must take an active part in the weekly discussions, providing around 300 words per week of lively and thoughtful discussion on the set topic.
AITSL	1.4, 1.5, 2.4	2.4, 1.3, 3.4, 4.1	2.2, 3.3, 3.4
Week 4	Teaching cohesion: Theme and rheme. P. 46.	P. 142. ‘All my friends are superheroes’. Teaching satire. Teaching summary skills and cohesion.	Weekly discussion board: what strategies could you use to enable students to move from theoretical technical knowledge to practical use of that knowledge?
AITSL	2.5, 4.1, 2.2	1.3, 1.5, 2.5, 3.3	1.3, 2.1, 2.2
Week 5	P. 109 ‘The Happiest Refugee’. Teaching Asian Literature.  What else could we use? What principles for text selection are you using?	P. 140 ‘I am Malala’. What would you do with this in class? How could you use it to prepare your students for the NAPLAN tests?	Weekly discussion board. Read ‘This song could save your life’. What kinds of project could you teach in conjunction with this text?
AITSL	2.2, 3.1, 3.4	1.5, 1.6, 2.2	1.6, 3.4, 2.6,
Week 6	P. 126. ‘Tintin’. Teaching a film study. Technical language. Creating Writing frames.	P. 212. ‘That Untraveled Road’. What is 最新糖心Vlogn fiction? Should it be taught	P.118. ‘Witness’. Teaching culture through film. Weekly discussion board: Consider which films might be suitable for Year 9 and give reasons for your ideas
AITSL	1.3, 3.1, 3.4	1.3, 3.1, 3.4	3.1, 3.4, 2.2
Week 7	P. 210. ‘Balzac and the Little Chinese Seamstress. Preparing students for the Senior Years. Looking at links between the AC:E and SACE.	P. 212. ‘That Untraveled Road’. What is 最新糖心Vlogn fiction? Should it be taught differently from European texts? Why?	Weekly discussion board. Find a pair for both of these texts. Discuss the type of class which might enjoy this pairing and give reasons for your decisions.
AITSL	1.3, 2.2, 2.6, 3.1	2.3, 3.2, 3.3	2.3, 3.2, 3.3
Week 8	Teaching Shakespeare in Year 10. What texts are suitable? How would you teach them? How would you deal with the language issues? How would you ensure the students understood the text as a play for performance?	P. 228. ‘The Hare with the Amber Eyes’. How might you use art objects in the classroom to stimulate ideas? Teaching using P4C. Arranging the classroom: considering the Harkness model.	Weekly discussion board. Students love to read Matthew Reilly, John Green and other, similar writers. Are their works suitable for the classroom? Should classes have text books that they would read anyway? How many works of classic fiction should be used in the classroom?	Assessment Task: Create a fully articulated Unit of Work for a Year 8, 9 or 10 class. What text(s) will you use and how will it/they move the young people’s learning forward for either NAPLAN or the transition to Years 11 and 12? Assignment Due: Monday 5 May.
AITSL	2.3, 3.2, 3.3	2.3, 3.2, 3.3

This will be the focus of the workshop approach.  

Assignment Due: Monday 7 April.
Students must take an active part in the online weekly discussions, providing around 300 words per week of lively and thoughtful discussion on the set topic.

Assessment Task:
Create a fully articulated Unit of Work for a Year 8, 9 or 10 class. What text(s) will you use and how will it/they move the young people’s learning forward for either NAPLAN or the transition to Years 11 and 12? Assignment Due: Monday 5 May

The two tasks are mandatory.
Attendance will cover 10% of the course mark, Assignment 1 is worth 30%. Assignment 2 is worth 60%.  

For Assignment 1:
Make sure you read the named texts in advance. They are all listed with a leading question in the course outline, so you should be able to get ahead. You must take part in the discussion board every week. You need to contribute about 200 words per week. You will need to read around each text and judge them as classroom texts: it’s not enough to talk about them as your own reading: you need to apply your thinking to the Year 8-10 teaching context. We will discuss them in class as well and I will make suggestions of other texts to help you at that point. The strongest students will make the reading their own by showing that they are developing their knowledge and responses across the course, which is why I will do the marks at the end of the course when you’ve had a chance to learn, think and grow as teachers. I will base the mark on your best input. It is essential that you read a wide variety of books and establish great reading stamina before you start teaching: your students deserve the best, most engaged and knowledgeable teachers and that is what I am looking to foster in each and every one of you. I do not ask anything of you that I do not ask of myself. You need to respond to this challenge and develop in the safe space of the university classroom. I am looking for your thinking and opinions in this task, more than academic references. Not being sure and raising interesting questions is absolutely fine: they are evidence of thought and engagement. I urge you to read around the book recommendations in the course book, along with the film suggestions: they are an excellent start. If you find this hard, ask for help in class, email me questions or arrange to meet me in my office (324j in Mechanical Engineering for an additional chat. I’m intending to bring in a wide selection of texts so you can have a look at some of my library too.

For Assignment 2:
Include an outline of the class, including details of any students with special needs and how you intend to address those needs. Create details. Remember that units do not stand alone: you will need to outline the learning context, the location of the unit in the full year plan and what will follow and build on what you have taught in this unit. Give a list of resources required. Outline your rationale for text and task choices. Make sure you teach every element you wish your students to learn: the ideas, the form, the language, every element of the marking criteria... The best students will show how they will differentiate the plans for the top, middle and bottom of the class, even if the major differentiation is through outcome. Show how your unit fits in with the ACARA requirements and the ACARA outcomes for the exact year level you have chosen. Be creative, dedicated and detailed. Include work sheets, homework, tasks and as much of the teaching as you can. Use the four part lesson plan I will teach you in class. There are ideas for starters, developments, shared and individual writing, grammar and plenaries in the course book – get to know it well. Remember the texts in there are the right level, so they are good ideas. Note that some are marked as particularly suitable for SHIP classes: if you’re going to attempt to prepare purely for a SHIP class, you should talk to me about how to do this effectively as there are some strategies that work particularly well for these classes. Make sure you include the full unit and all teaching plans. Notice that I specifically require you to show how this unit will move the young people forward in their learning: busywork has no place in the contemporary classroom. I will not count words: successful units usually come in at about 6-12 pages, depending on the way you set them out. Length is not a guarantee of success but units which are only a couple of pages long rarely contain sufficient detail to access the highest grades. Unit cover sheets are not essential but they do look professional. Again, do your best and seek help early. I am not sympathetic to late requests for extensions. That said, you must tell me if you have a serious problem so I can help you work around it.
 

Task 1 is online.
Task 2 should be submitted via the Hub of the Professions on the due date in hard copy.

Late work without prior permission will attract a penalty of 10% mark loss per day.