EDUC 6542B - Agricultural Science Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2016

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills that will prepare students for the start of their teaching career in Agricultural Science.

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Course Details

Course Code	EDUC 6542B
Course	Agricultural Science Curriculum & Methodology B
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
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 Agricultural Science
Restrictions	Available to GradDipEd students only

Course Staff

Course Coordinator: Mark Innes

Mark Innes
School of Electrical and Electronic Engineering
The 最新糖心Vlog of Adelaide
Level 2, Room 2.45
Engineering North Building
Adelaide, 5005 SA
Ph: +61 8 8313 3950
Email: mark.innes@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

Students are required to attend all lectures which will include lecture material, practical demonstrations and problem solving / discussion time.

Workload

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

There are eight, two hour contact times for this semester. Students should expect that an additional 1 – 2 hours will be required for preparation. At the peak time of assessment, students can expect more time commitment.

Learning Activities Summary

Schedule
Week 1	Introduction to Ag. Science Curriculum Stage 1	Review of teaching Practicum
Week 2	Planning an agriculture program	Completing a Stage 1 Ag. Assessment plan using SACE website
Week 3	Here’s how I do it!	Animal skills practical (Urrbrae Ag High)
Week 4	Introduction to Stage 2 Ag.	Complete stage 2 assessment plan
Week 5	Here’s how I do it!	Plant skills practical (Urrbrae Ag High)
Week 6	Ag Committees/Associations	Role of Associations: ATASA SACE, PIEF
Week 7	Agricultural Teaching Information	Animal Ethics WHS for Ag ie.SOPS
Week 8	Final Session: Review	Share resources for Ag teaching. Review of final teaching practicum

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

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Individual participation	Summative	End of Semester	20%	1,2,4 ,6
Assessment Plan (SACE)	Summative	Week 3	20%	1,4,5,7
Individual research	Summative	Week 5	1000 words (20%)	3,8,10
Teaching Unit	Summative	Week 7	(40%)	5,8,9

Assessment Detail

Assessment 1: Contribution and active participation in workshops and class exercises

Assessment 2: Students will submit a SACE Assessment Plan for a stage 1 or Stage 2 agricultural semester subject.

Assessment 3: Students to research the Animal ethics and OHS&W issues relating to teaching Agriculture in South 最新糖心Vlog

Assessment 4: Students Produce a unit of work that could be delivered by another teacher, to a Junior or SACE Stage 1 Agricultural Science class
Select a topic from your professional experience which could be studied over approximately12 hours of contact time and homework.
• Introduction-to provide an overview and identify the recipient group for whom the unit has been written.
• The aims and essential learning outcomes.
• Program outline including a suggested teaching sequence.
• List of resources- include review of CD-ROMs, software packages and relevant Internet sites.
• Practical activities and demonstrations.
• Assessment items (include criteria to assess whether objectives have been met). For example a test, and marking scheme.

Submission

Students must retain a copy of all assignments submitted.
All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission. Student’s results will be withheld until such time as the student has signed the Assignment Cover Sheet.
Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought.

Unless a Course Outline states otherwise, when an assessment is submitted after a due date, and without an extension, 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays. This penalty may be increased where the assignment is to be completed in a period of less than a week.

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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