EDUC 4536B - Other Language Curriculum & Methodology B (UG)
North Terrace Campus - Semester 2 - 2014
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General Course Information
Course Details
Course Code EDUC 4536B Course Other Language 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 an appropriate Language 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 .
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Learning Outcomes
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
• 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 -
Learning & Teaching Activities
Learning & Teaching Modes
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 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 readingLearning Activities Summary
No information currently available.
Specific Course Requirements
Students will be required to plan ahead and visit ‘in the field’ for an excursion component required for Assignment 1(see pgs 10-11 ) on Monday August 12 in lieu of the usual scheduled tutorial. -
Assessment
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 50% Course Learning Objective D & AITSL Standards 1-7.
Unit Plan, Lesson Plan, Excursion & Reflection
Due Date: Thursday August 22
Assignment 2 20% Course Learning Objective E & AITSL Standards 1-7
Year 10 Language Text Analysis
Due Date: Thursday October 24
Assignment 3 20% Course Learning Objectives A,B, C & AITSL Standards 1-7
Online Group Discussion of eight set topics based on key educational issues.
Assessment will be individual.
Weekly Topics Set: Weeks 1, 2, 3, 4, 5, 6, 7 and 8 of each semester.
Due Date: Thursday November 7Assessment Related Requirements
Attendance at seminars is compulsory(10%).Assessment Detail
Please refer to assessment guidelines and criteria :Assignments Langs pgs 10-17.Submission
50% Unit Plan, 20% year 10 Language Text Analysis, 20% Individual Online Discussion of eight [weekly] set topics on key educational issues and.10% Attendance. Please refer to assignment guidelines and assessment criteria on pages 10-17.
Assignments 1 and 2 are to be submitted to Hub Reception on the dates due.
Assignment 3 is an Online Discussion of eight weekly set topics for each week of semester 2.
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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
