EDUC 4532B - Senior English Curriculum & Methodology B (UG)

North Terrace Campus - Semester 2 - 2016

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 4532B
Course	Senior English 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 courses of English literature
Restrictions	Available to B Teaching students only

Course Staff

Course Coordinator: Ms Alison-Jane Hunter

Alison-Jane Hunter
School of Mechanical Engineering 324j
The 最新糖心Vlog of Adelaide
Ph: +61 416 767 893
Email: alison-jane.hunter@adelaide.edu.au

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:

#	Course Learning Outcomes	APST	GA Arts	GA Uni
Both Semesters
1 S1&S2	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	1, 2	1, 2
2 S1&S2	Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.2 & 3.3	2	2
3 S1&S2	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	6	6
4 S1&S2	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	3, 5	3, 5
5 S1&S2	Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	2.1, 2.6, 3.2 & 3.3	2, 3	2, 3
Semester One
6 S1	Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area.	2.1, 3.2 & 3.3	1, 2	1, 2
7 S1	Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles.	2.2, 2.3 & 3.2	1, 2	1, 2
8 S1	Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations.	6.2, 6.3 & 7.4	4, 6	4, 6
Semester 2
9 S2	Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.	3.6 & 5.4	3, 4, 6	3, 4, 6
10 S2	Identify and interpret student learning needs and design learning strategies so as to respond to student diversity.	5.1 & 5.2	2, 3, 5	2, 3, 5
11 S2	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	2, 3, 5	2, 3, 5
12 S2	Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning.	5.3, 5.4 & 5.5	2, 3, 5	2, 3, 5
Note: 最新糖心Vlogn Professional Standards for Teachers (APST): Graduate Attributes: Faculty of Arts Graduate Attributes: Graduate Attributes: 最新糖心Vlog of Adelaide Graduate Attributes:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 6, 7
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2, 5, 6, 7, 10, 11, 12
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4, 5, 9, 10, 11, 12
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	8, 9
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	4, 10, 11, 12
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	3, 8, 9

Learning & Teaching Modes

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

Workload

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

There are 2 hours’ contact time for eight weeks in semester two. 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.

Learning Activities Summary

Schedule
Week 1	Debrief from prac Think about strategies for developing content learning New SACE requirements for 2016/17 Go through Assignments	Using assessment to enhance student engagement and self-perception.
Week 2	Focus on building lessons around assessment Focus on the differences between formative and summative assessment	Using assessment to raise achievement For each of these discussions, we will work with real samples of assignments and build marking and review strategies together.
Week 3	First Group of Oral PresentationsCreating and applying rubrics	Question and task setting to match Assessment in 11-12.
Week 4	Second Group of Oral PresentationsPractice marking session The importance of Pastoral Care in the mainstream classroom Assignment 1: Create a Unit with all its parts, up to the assessment as per the Assignment powerpoint instructions	Working with Gifted students: high concept learning. Working with disengaged students: accessible learning. Working with Double Exceptional students: increasing learning and engagement.
Week 5	Third Group of Oral PresentationsKey markers: A+ and C-
Week 6	Report Writing Assignment 2 due. Essay on Assessment. All details are on the Assessment powerpoint	Pastoral Care reports Classroom/ subject reports
Week 7	Playing with tasks.Varying assessment for the same task.Assessing real work	Using a range of texts and creating a lively range of Units based on those units. Focus on language based approaches. More Unit creation: using your ingenuity. Focus on Poetry.
Week 8	Creating LAP Plans in the light of this semester’s learning	Online task for bonus marks: create a 300 character report for a student in your class.Share on the discussion board for peer and tutor review

Textbook: All New Great Ideas for the Middle School Classroom.

Specific Course Requirements

There are no other anticipated requirements

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

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

Assessment Related Requirements

Attendance at all classes on time is compulsory. 10% of the total course marks are allocated for attendance. Assignment 1 is 40% of the total marks. Assignment 2 is worth 50% of the total marks.

Assessment Detail

Please see the Powerpoint on Assignments on MyUni

Submission

Assignment 1 is due as per the Oral Timetable in the Assignments Powerpoint
Assignment 2 is due by email on the Monday of Week 6, or before.

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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