最新糖心Vlog

Kathy works as a part time lecturer on Tuesdays from 4-6pm. Please email her if you have any requests or queries.

Students are advised to check MyUni regularly for important languages related information.

All course materials will be posted, including templates for adaptation in assignments.
Contact details for languages education and professional learning opportunities such as language conferences and workshops will also be posted.

For queries regarding overall curriculum and methodology enrolment contact the program coordinator, Dr Linda Westphalen, Room 805, ph 8313 3784. Email linda.westphalen@adelaide.edu.au

Seminar Series
Semester 1	Tuesday 4-6pm	AITSL Standards
Week 1	Program and course structure Observing the teaching process Who are we as language teachers? Introduction to the SACE website Starting a text analysis task and work folder	2.1-2.3 3.1-3.6
Week 2	Feedback on observation report Introduction to 最新糖心Vlogn Curriculum	3.1-3.6 2.4,3.4
Week 3	最新糖心Vlogn Curriculum continued: Underlying concepts Intercultural understanding. Authentic texts and tasks Working with textbooks	2.1-2.3 5.1.5.3
Week 4	Pedagogy How do students learn? Teacher/student interaction How do you engage students? Differentiation and choice Designing an assessment task and unit of work	1.1-1.5 2.1-2.3 3.1-3.4
Week 5	The “nitty gritty” of classroom practice Lesson planning for managing behaviour Lesson planning for inclusivity and student wellbeing Tie management, beginning and ending the lesson Writing a unit of work	1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5.
Week 6	Group Planning	6.1-6.4
Week 7 Unit plan,lesson plans Task 2 Due	Group Presentations:	6.1-6.4
Week 8 Folder Task 3 due	Discussion and feedback from lessons Informal discussion of placements	6.3,7.4

#	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:

Students will be required to access locally relevant curriculum documents. Links to relevant curriculum documents on the web are provided below.

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…  

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

Scarino, A & Liddicoat, AJ. 2009, Teaching and Learning Languages: A Guide, Curriculum Corporation

A short and easy read guide to some of the practical questions of language teaching and learning. Highly recommended.

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.

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  
• Character catalogue  

Other curriculum

• Victoria:  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  

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. 

 First semester workshops will also look at planning with reference to SACE and 最新糖心Vlogn Curriculum

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.

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.

Please refer to information under Timetable 

Students will be required to arrange times outside of workshops to meet with their group to prepare group presentations for Assignment.

Students will be required to work in small groups as Discovery Experience for both Assignments 1 & 2.

They will explore the concepts of Text Analysis, collaborate meaningfully to choose an appropriate Text, design questions, answer them and then report back to the class on their experience.

For Assignment 2 they will work together to design an assessment task, a unit plan and a sequence of 4 lessons to cover a week’s teaching.

Assignment 1 Course Learning Outcomes 2,3 and 4 & APST 2-3 - 30%
Stage 1 Text Analysis task and reflection
Due date: Week 3, Tuesday. Assessment is part group and part individual.

Assignment 2 Course Learning Outcomes 2,3,4,5 & APST 1-7 - 40%
Year 8 Unit plan based on 最新糖心Vlogn Curriculum, lesson sequence for 1 week and 1 lesson plan in detail for class presentation
Due Date: Week 7, Tuesday
Assessment is part group and part individual.

Assignment 3 Course Learning Outcomes 1,2,3,4,5 & APST 1-7
Create a folder of work to contain specified documents 20%
Due date: Tuesday Week 7 (Final reflection to be emailed after Week 7 lesson)

Attendance at seminars is compulsory. (10% for attendance). Please email in advance if unable to attend explaining reason.

ASSIGNMENT 1 STAGE 1 TEXT ANALYSIS This assignment addresses the following graduate attributes in its assessment: 1,2,3,4,and APST: 2,3,
Learning Outcomes
This assignment aims to develop:
1) Collaborative skills
2) Classroom engagement strategies
3) Ability to analyse texts 4) Methodology for teaching about texts

This assignment is worth 30% of the assessment for specific language enrolment.

Description Your group of 2 of 3 is required to source a text, preferably an authentic text suitable for text analysis at Stage 1 level in
your language. More than 1 text can be used for comparative purposes. Your group will work together to provide a translation of your text into English and 5 questions in English which will allow the gathering of evidence against the Interpretation and Reflection strand of the Performance Standards of the relevant SACE curriculum. Individually each member of the group will answer the questions and then work collaboratively with the other group members to assess the answers against the performance standards.

Each group member will then write an individual reflection on the choice of text and the questions. How might you change the text and/or the questions in future to better meet the requirements of the standards? A summary of your findings will be presented to the class in Week 3.

Guidelines for Preparation

Your text analysis task, individually completed answers and 200 word reflection to be submitted to the lecturer.

Suggested Process for Preparation:
1)Read the performance standard Interpretation and Reflection carefully
2)Select a text / texts, authentic if possible
3)Adjust the text to suit the level of the students by adding vocabulary support etc
4) Design your set of questions referring closely to the standard.
5) Complete your own answers
6) Mark your answers collaboratively and discuss any issues that arise
7) Individually write your 200 word reflection
8) Together present your findings to the class (10 mins)

Timeline Weeks
1 and 2: Introduction to SACE and text analysis. Some planning time will be given to groups during these seminars. Week 3 : group presentation. Work submitted to lecturer.
 
Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

ASSIGNMENT 2: Unit plan and lesson plans

This assignment addresses the following graduate attributes in its assessment: 1, 2, 3, 4, and APST: 1,2,3,4,5,6,7. Assessment will be part group and part individual.

Learning outcomes

This assignment aims to develop:
Planning skills with 最新糖心Vlogn Curriculum
Collaborative skills
Methodology for scaffolding student learning
Planning for classroom engagement and behaviour management strategies
 
This assignment is worth 40%

Description:
Students will be presented with the following scenario:

You have arrived at your teaching practice school at the beginning of Term 2. You are asked to design an assessment task for your Year 8 class and to teach that class for a week.

You are told that your class contains 1 aboriginal student, a student with dyslexia and 2 students who are a behaviour problem in a group of 25 students. The class has 4 x 50 minute lessons a week, arranged as 2 single lessons and 1 double lesson.

Your task is to

With a group of 2 or 3 other students if possible choose a relevant topic and design an assessment task that will allow you to gather evidence against at least 1 sub strand of Communication strand of 最新糖心Vlogn Curriculum in your language and 1 sub strand of the Understanding strand. Work with a group of 2 or 3 other people.

Write a unit plan for the topic preparing students to complete the task using the unit plan proforma supplied.

Write a sequence of lesson plans to cover 1 week of work. Use proforma provided.

Individually select one lesson to write a detailed lesson plan.

Each group member will prepare a different lesson. Provide a commentary explaining how your lesson plan takes account of your class.
situation and aspects of pedagogy discussed.

With your group, choose 1 lesson and present 20 minutes of it collaboratively to the class.

Suggested process for Preparation

Select a topic suitable for Term 2 for your language

Decide on an assessment task. Think about 最新糖心Vlogn Curriculum, differentiation, higher order thinking skills, provision of choice in your task design. Decide on the sub strands your task will assess.

Gather your resources and write your unit plan according to the proforma.

Choose a week block from your plan to develop in more detail and write your lesson plans, making clear what the aim of each lesson is and what outcome is to be achieved.

Individually choose a lesson to write a more detailed lesson plan. Include handouts to students, visuals, internet resources etc.

Check with the other members of your group so that your individual lessons provide reinforcement of previous work taught and continuity.

As a group choose 1 lesson and deliver 20 mins of it to class..

Time line

Weeks 4,5 and 6 introduction to lesson planning and unit planning and methodology.

Planning time will be given during the seminars.

Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

ASSIGNMENT 3:FOLDER OF WORK

The folder of work addresses the following graduate attributes in its assessment:1,2,3,4,5 and APST: 1-7

Purpose

To collect together relevant curriculum documents, hard copies of work done during the term and student reflection during the course to support students in their teaching experience and to provide mentor teachers with an understanding of student knowledge, skills and understandings.

Description

The folder will contain the following documents collected during the course of the term, where appropriate for the particular language:
SACE documents
Subject outline pp1-18 (Stage 1) plus language specific information for their subject (from p.40)

Learning and Assessment Plan pro forma

A sample LAP

A previous exam paper

*A 200 word reflection on who they are as a teacher

An observation report on 2 lessons (250 words each)

The 最新糖心Vlogn Professional Standards for Teachers graduate level

最新糖心Vlogn Curriculum document showing elaborations relevant to their language (if one exists)

*A review of a language textbook (if there are any for your language)

Your text analysis task and reflection

Unit plan, lesson sequence and individual lesson

*A reflection on your experience of doing Assignment 2.

*These tasks are not covered in Assignment 1 and 2.
 
Assessment criteria
All required documents included in folder
Reflection and expression for items asterisked

Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

Assignment 1 is to be submitted to the course coordinator in Week 3

Assignment 2 is to be submitted in Week 7

Assignment 3 is also to be submitted in Week 7 (with one task emailed by Friday)