EDUC 6543B - Alternative Curricula B
North Terrace Campus - Semester 2 - 2014
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General Course Information
Course Details
Course Code EDUC 6543B Course Alternative Curricula 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 Prerequisites None Incompatible EDUC 6517B Restrictions Available to Grad Dip Ed students only Course Staff
Course Coordinator: Ms Tammy Edwardson
Location: Room 8.29, Nexus 10 building, 10 Pulteney St, Adelaide
Email: robert.matthews@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Identify and critically analyse key aspects of the social, psychological, political and economic contexts of alternative education and schooling.
2 Use influential educators and their articulation of pedagogy to analyse alternative educational and schooling contexts.
3 Describe and evaluate the evolving nature of alternative education.
4 Discuss the current, global practices of alternative education.
5 Scrutinize how mainstream education draws from alternative practices.
6 Develop teamwork, high order analytic and problem solving skills, advanced written and oral communication.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. 1, 2, 3, 4, 5 & 6 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 2, 3, 4, 5 & 6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5 & 6 Skills of a high order in interpersonal understanding, teamwork and communication. 3, 5 & 6 A proficiency in the appropriate use of contemporary technologies. 1 & 4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2, 3, 4 & 5 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 2 & 6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 5 & 6 -
Learning Resources
Required Resources
Weekly readings may be accessed through a combination of on-line materials and a course reader available for purchase from the image and copy centre (Level 1, Hughes building).
Additional resources and links will be available on the MyUni site. Please explore the site and familiarise yourself its layout.Recommended Resources
Key recommended text:
Nagata, Y. (2007) Alternative Education: Global Perspectives Relevant to the Asia-Pacific Region Education in Asia-Pacific Region v. 10.
This text is available as a free downloadable e-book from the Barr-Smith Library.
Additional texts:
Carl Rogers, Freedom to Learn.
Leo Tolstoy, Tolstoy on Education.
Krishnamurti, Education and the Significance of Life.
Maria Montessori, The Discovery of the Child (earlier edition, The Montessori Method).
John and Evelyn Dewey, Schools of Tomorrow.
John Holt, How Children Fail.
A. S. Neil, Summerhill.
Ivan Illich, Celebration of Awareness.
Paulo Freire, Pedagogy of the Oppressed.
Kierran Egan, The Educated Mind: How cognitive tools shape our understanding.Online Learning
A range of online materials have been provided through the MyUni site. Please visit the course site asap and explore.
Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications. -
Learning & Teaching Activities
Learning & Teaching Modes
Engaged discussion and analysis of a range of materials, including classroom video footage and case studies. Lectures supported by problem-solving tutorials developing materials covered in lectures. Intensive small group discovery process guided by lecturer.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Course contact is two hours per week. Two hour tutorial. (Plus additional 2 hour lecture from Core Component)
Allow at least two hours per week for assigned reading materials from this part of the course.Learning Activities Summary
Series of lectures and student led activities.
Details to be announced.Specific Course Requirements
Not Applicable.Small Group Discovery Experience
A semester long group project provides ample opportunity for small group discovery. Weekly discussions are held with the lecturer to facilitate the process. -
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 Individual Essay 80%
Meets Graduate Attributes 1, 2, 3, 4, 5, 6.
Due Date: Friday 14th November
Assignment 2 Group Presentation 20%
Meets Graduate Attributes 1, 2, 3, 4, 5, 6.
Due Date: Dates for presentations will be arranged in the final week of teaching.Assessment Related Requirements
Not Applicable.Assessment Detail
Individual Essay and Alternative School Design:
During class sessions, you will be assigned a group to work collaboratively to in order to design your own alternative education school. Assignments 1 & 2, sit within this project.
Assignment 1: Individual Essay 80% Individual Component
Assignment 1 is your individual contribution, a topic essay. It stems from the work you have down on the collaborative project, but is your own product, and can diverge from the group topic if you wish.
Opportunity to discuss possible essay choice will be provided in tutorials.
Length is 1500 words. See recommended approach and rubric below for content information.
Assignment 2: Conference group presentation 20% Group Component
Assignment 2 is your group presentation of the group’s alternative education school design.
Presentation will be 25 minutes + 5 minutes to set up. (depending on class size)
Location will be same as tutorial room.
Have access to power point, digital camera (akin to OHP), CD, DVD and video facilities.
Qualities you may consider for your school design:
Physical structure of school / classrooms
Curriculum design, subject range etc.
Timetabling.
Delivery of ICTs (or not)
School Relationships (between staff-staff; staff-students, students-students)
Community / Parent involvement.
There are three questions your school design must cover when considering these qualities:
How is creativity/play included in your design?
Have you demonstrated sensitivity to the ‘whole child’ in your school design?
Have you addressed the heart, that is, trusting relationships in your school design?
Further assistance and information will be provided in lectures.Submission
Submission of Assignment 1
Hard Copy Submission, with appropriate cover sheet. Submitted in relevant box on ground floor of HUB.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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