EDUC 4522B - Senior History Curriculum & Methodology B (UG)

North Terrace Campus - Semester 2 - 2015

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.

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Course Details

Course Code	EDUC 4522B
Course	Senior History Curriculum & Methodology B (UG)
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
Available for Study Abroad and Exchange	N
Prerequisites	Pass in 6 semesters of History courses- in certain circumstances students with only 4 semesters may be accepted
Restrictions	Available to B Teaching students only

Course Staff

Course Coordinator: Matthew Muscat

Course Timetable

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

Course Learning Outcomes

On Successful completion of this course student will be able:

APST Standard

AQF7/8

Semester Two

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

Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.

3.3 & 3.2

Skills

2,3,5

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, Skill & Application

3,4,8

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, Skill & Application

2,4

Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.

3.3 & 3.2

Skills

2,3,5

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.6 & 5.4

Knowledge

1, 2, 6

10	Identify and interpret student learning needs and design learning strategies so as to respond to student diversity.	5.1 & 5.2	Skill & Application	1, 2, 3, 4, 8
11	Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB.	5.1,5.2,5.5 & 7.2	Knowledge, Skill & Application	1, 4, 5
12	Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning.	5.3, 5.4 & 5.5	Knowledge	1, 2

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:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 2, 9, 11
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1, 2, 3, 4
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	1, 2, 4, 9, 10, 11, 12
Skills of a high order in interpersonal understanding, teamwork and communication.	3, 5, 11
A proficiency in the appropriate use of contemporary technologies.	1, 3, 4, 5
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	1, 5, 9, 10, 12
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	1, 5, 9, 10, 12
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	3, 5

Learning & Teaching Modes

Workshop style lectures with numerous opportunities to discuss learning and teaching methodology, strategies and curriculum. Sessions will include guided and open discussions, practical activities relating to teaching strategies and benchmarking.

Workload

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

Students are required to utilise an equal amount of time in independent study as spent in lectures. This may involve reading, viewing, research or resource gathering. More time may be required to produce summative tasks.

Learning Activities Summary

WEEK	TOPIC	LECTURE	LEARNING OUTCOMES
1	Introduction, Overview, Learning and Assessment Plans	Preparing, submitting (gaining approval) and implementing a Learning and Assessment Plan, including using the addendum	2, 4, 5, 10, 11, 12
2	Designing and creating summative History assessment tasks for Senior History	How to effectively design and create summative History work which will effectively demonstrate students learning/linking your assignments to the learning outcomes, Performance Standards/rubrics	4, 5, 11, 12
3	Sources Analysis and argumentative essay workshop	How to prepare students in all facets of Sources Analysis and argumentative essay writing/How to award grades for student responses, linked to Performance standards/rubrics.	1, 4, 12
4	Preparing for your second teaching placement/ Benchmarking Session 1	Sources Analysis recap, benchmarking session 1 – grading student work samples, preparing for your second teaching placement - Assessment and Reporting in History/Teaching History workshop.	3, 4, 5, 9, 11, 12
5	Teaching Placement
6	Teaching Placement
7	Teaching Placement
8	Teaching Placement
9	Teaching Placement

Mid-semester break

10	Moderation and Exam procedures	Moderation and exam procedures, preparing students effectively for History tests and exams	3, 4, 5, 9, 11, 12
11	Benchmarking session 2/Effective feedback for students	Benchmarking session 2 of student work samples/Providing effective feedback for students to improve upon.	3, 4, 5, 9, 11, 12
12	Responding to Feedback	Using Assessment data, moderation feedback/reports and other feedback mechanisms (e.g. student evaluations) in order to improve learning and assessment practices in Senior History	9, 11, 12
13	Formal History Report writing, responding to the SACE documents	Feedback and written reporting guidelines in History/ How to write formal student reports and include History related content comments/ Responding to the SACE Board draft of the 最新糖心Vlogn Curriculum: Senior History/Benchmarking session 3	4, 11, 12

Specific Course Requirements

Successful completion of Senior History Curriculum & Methodology A (Semester 1)

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

Prepare a Learning and Assessment Plan for teaching a Senior History class
Summative
Friday, Week 2
30%, 1000 words
2, 4, 5, 10, 11, 12

Folio creation of Assessment Tasks
Summative
Monday, Week 10
45%, 1500 words
4, 5, 11, 12

Grading and Reporting assignment
Summative
Monday, Week 12
25%, 500 words
4, 11, 12

Assessment Detail

No information currently available.

Submission

Submission is online through MyUni.

Assessment pieces submitted late will receive a 5% deduction per day past the due date.

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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