EDUC 4527B - Japanese Curriculum & Methodology B (UG)

North Terrace Campus - Semester 2 - 2014

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

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Course Details

Course Code	EDUC 4527B
Course	Japanese 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
Prerequisites	Pass in 6 courses of Japanese
Restrictions	Available to B Teaching students only

Course Staff

Course Coordinator: Ms Judith Thomas

Course Timetable

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

Course Learning Outcomes

1	Through workshops: Students will explore beliefs and experiences of language learning in shaping their identities as language learners
2	Through workshops; Students will examine curriculum for teaching language in middle and senior years
3	Through workshops: Students will analyse and critique teaching strategies for effective language learning
4	Through assignments: Students will collaborate with peers to practice teaching strategies
5	Through assignments: Students will design a series of lessons structured around an authentic text

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

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.	2,4,5
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1,3,4,5
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	1,3,4,5
Skills of a high order in interpersonal understanding, teamwork and communication.	1,3,4
A proficiency in the appropriate use of contemporary technologies.	2,4,5
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	1,3,4,5
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1,3,4

Learning Resources
Required Resources
Students are encouraged to spend time becoming familiar with locally relevant curriculum
Documents that are referred to throughout the course and those listed below. Other lists of relevant websites and resources are also available on MyUni.

Languages Policy
- National statement for languages education
- A rationale for language learning in the 21st century
- Melbourne Declaration
- NALSSP
- Development of 最新糖心Vlogn Language Curriculum
Intercultural Language Learning
- Intercultural Language Teaching and Learning in Practice Project.
- Getting started on Intercultural Language Learning
- The Report on Intercultural Language Learning
Curriculum Frameworks
- The SACSA: Go to And follow links to SACSA framework and companion documents
- SACE Curriculum Statements and Support Materials
National curriculum reports and professional learning projects
- The Guide to teaching languages
- The Professional Standards Project
- An Investigation of the State and Nature of Languages in 最新糖心Vlogn Schools
- Victorian review of language learning
- National Forum Chinese Language Education
- Current State of Japanese Language Education
- 最新糖心Vlogn Education Review Second Languages and 最新糖心Vlogn Schooling
- National Curriculum website - keep eyes here
Recommended Resources

Emmitt, E. Pollock, J and Komesaroff, L. 2003, Language and Learning, Oxford 最新糖心Vlog Press, South Melbourne. $49.95

A general reader on understanding language and language learning. This well referenced 最新糖心Vlogn publication aims to encourage reflection on classroom practice through understanding and awareness of language in its social and cultural contexts.

Lightbrown, PM. & Spada, N. 1999, How Languages are Learned, Oxford 最新糖心Vlog Press, Oxford. $59.95

An introduction to the main theories of first and second language acquisition for second and foreign language teachers. This book includes a very useful chapter called ‘Popular ideas about language learning’ that could be used to better inform your school community (students, staff and parents) about language learning

Wing Jan, Lesley. 2009, Write Ways: Modelling Writing Forms. Oxford 最新糖心Vlog Press, Melbourne. $59.95

A highly useful resource for teaching of and about writing texts for different purposes.

Online Learning
Students are encouraged to contribute to lesson resources on the Languages MyUni site. Students will be required to post their group lesson plan and handouts on MyUni for sharing in a collaborative resource bank. Discussion online for all students will be expected while on observation in the schools.

Discussion online of key educational issues for all students will be expected and assessed throughout each semester.

The Learning Federation (TLF) online learning objects
- Access to TLF via Scootle http://www.scootle.edu.au/ec/p/home
- Character catalogue http://charactercatalogue.thelearningfederation.edu.au/cc/index.php
Other curriculum
- Victoria: http://vels.vcaa.vic.edu.au/essential/discipline/lote/index.html Follow links to pp 57 - 70
- NSW: go to and search alpha list for your language K – 10 syllabus
- UK curriculum
- USA curriculum Executive summary
Learning & Teaching Activities

Learning & Teaching Modes

This course will be taught through a weekly 2 hour workshop and will be run in conjunction with the Compulsory CAL course. The course will run for 8 weeks in Semester 1 and a further 8 weeks in Semester 2.

The course gives opportunity for practical application of language teaching strategies within a supportive classroom environment. Workshops will be interactive, incorporating a blend of whole class directed activity and, where possible, language specific group work. This will depend on student enrolment numbers in particular languages within the cohort.

In the first workshops, students will be encouraged to explore their own beliefs and experiences of language learning in shaping their identities as language teachers. During these first weeks the course will focus on lesson planning with opportunity for practice through group presentations of a text type. The group presentation will support students in working toward the major individual assessment piece for this course.

First semester workshops will also look at unit planning with reference to current curriculum documents. Semester two workshops will examine assessment, SACE curriculum, whole school language Planning , Resources and Reporting.

The practical focus of the workshops will allow strategies in effective classroom management to be regularly practised and shared in preparing for teaching practice blocks.

Workload

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

The contact time for the course is two hours per week. On top of this students are expected to spend approximately two hours per week on individual work related to the course. This will primarily involve familiarisation with specific curriculum documents and reading and preparation as directed during seminars. Time spent on formal assessment tasks is in addition to weekly reading.

Learning Activities Summary

No information currently available.

Specific Course Requirements

Students will be required to arrange times outside* of workshops to meet with their group to prepare group presentations for Assignment 1 (see pgs 11-15).

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

Assignment 1 Course Learning Objective D & AITSL Standards 1-7 - 70%

Group presentation: Year 8 Text Analysis Due Date: Monday 29th April

Assignment 4 Course Learning Objectives A,B,C & AITSL Standards 1-7 - 30%

Online Discussion of eight weekly set topics based on key educational issues. Assessment is individual.

Due Date: TBA. Topics Set Weekly: Weeks 1, 2, 3, 4, 5, 6, 7, 8 each semester

Assessment Related Requirements

Attendance at seminars is compulsory.

Assessment Detail

Please refer to assessment guidelines and criteria :Assignments Alpha Langs pgs 11-14.

Submission

Assignment 1 is to be submitted to the course coordinator immediately prior to your scheduled group presentation. Resources should be posted on MyUni the same day.

Assignment 2 is an Online Discussion of Weekly Topics. Please refer to your program handbook for further details.

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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