EDUC 3006 - Critical Pedagogies in the Secondary Years
North Terrace Campus - Semester 1 - 2024
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General Course Information
Course Details
Course Code EDUC 3006 Course Critical Pedagogies in the Secondary Years Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites EDUC 1100 and EDUC 2002 Incompatible EDUC 3005 Assumed Knowledge EDUC 1001, EDUC 2001 Restrictions Available to students in the following program only: BTSBE or BTSM or BTSBM or BTSBS Assessment Participation and engagement 10%, Reading journal 15%, Evaluating a teacher?s practice 25%, Articulating a teaching approach 50%, School Placement (0%) Hurdle requirement Course Staff
Course Coordinator: Dr Tom Porta
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. Identify wellbeing needs of students in secondary years schooling
2. Identify the learning needs of students in the secondary years of schooling
3. Develop strategies in managing an adolescent learning environment
4. Identify and understand pedagogical practice including assessment and feedback in the secondary years
5. Researches their own practice, using data and evidence, to inform their approach to integrated and subject specific teaching, learning and assessment, including when on placement
6. Develop strategies for building positive learning relationships that are inclusive of Indigenous culture, cultural identity, and values
7. Develop, describe, and implement cooperative and collaborative learning strategies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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2,3,4,6,7 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3,4,5,6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
2,3,4,5,7 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1,2,3,6 Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.
3 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2,4,6,7 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1,2,3,4,6 -
Learning Resources
Required Resources
Pendergast, D., Main, K., & Bahr N. eds. (2017). Teaching Middle Years: Rethinking curriculum, pedagogy and assessment, 3rd edition, 最新糖心Vlog: Allen & Unwin Academic
Wilhelm, J., Bear, R., & Fachler, A. (2020). Planning powerful instruction: 7 must-make moves to transform how we teach-and how students learn. Thousand Oaks, California: Corwin.Recommended Resources
Price, K. (2015). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge: Cambridge
最新糖心Vlog Press.Online Learning
All course information and resources will be available via the EDUC 3006 MyUni/Canvas site, e.g.:
- Pre recorded lectures will be available via the Echo 360 portal.
- Lecture powerpoints and notes will be available via the weekly module
- Course readings
- Assignments
- Workshop activties
- Discussion boards essential for successful participation and other assessment requirements.
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Learning & Teaching Activities
Learning & Teaching Modes
The course requires engagement and participation in the following components each of which students need to successfully
complete to pass the course.
1. Course readings
2. Lectures
3. Workshop particpation
4. Online collaborations with group members
5. Assignments
6. PlacementWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Structured learning
1 30 minute lecture each week
1 2 hour workshop each week
1 x 30 minute online engagement with peers
Self directed learning
4 hours assignment preparation each week equaling 48 hours
6.0 hours of reading per week equalling 72 hours
Total = 156 hoursLearning Activities Summary
Lecture and Workshop
Topics
1: Introduction to Middle and Secondary Pedagogy; The adolescent and their wellbeing.
2:Pedagogy, curriculum and pedagogical content knowledge; thinking intentionally
about teaching; integrated and subject specificlearning in Middle Schooling.
3: Pedagogical frameworks: Using the quality teaching model to evaluate
pedagogies for intellectual quality, quality learning environments;
significance.
4: Dialogic pedagogy: developing intellectual quality and significance through inquiry learning and questioning;
and differentiating the learning environment.
5: Teaching for cultural diversity through culturally responsive pedagogy:
developing intellectual quality, quality learning environments and
significance through promoting and valuing different cultures; being
connected to the community, and the importance of reflection in teaching
and learning.
6: Collaborative pedagogy; developing intellectual quality, quality learning environments and significance through working in communities of practice on projects leading to culminating performances: collaboratively posing conceptual and practical problems; communicating ideas; developing time- management skills; engaging students in robust and authentic learning experiences, and fostering innovative approaches.
7: Critical pedagogy and problem-based learning: developing intellectual quality and significance through investigating and responding to challenges, questions, or problems.
8: Place-based pedagogy: developing quality learning environments through using student’s funds of knowledge and place-based pedagogies; building positive learning cultures and communities.
9: Critical thinking for the contemporary school environment: The changing nature of teaching and learning, creative thinking, innovative
and resourceful approaches, capacity for problem solving, adaptability, and communication.
10: Information Communication Learning Technologies (ICLT) and Artificial Intelligence (AI) Pedagogy in the middle Years classroom: Integrating and augmenting increasingly complex tasks in teaching and learning.
11: Planning for pedagogy - designing assessment for, of and as learning; forms of assessment; using assessment as evidence to inform practice; establishing and maintaining academically thorough and developmentally appropriate adolescent learning contexts and experiences;
12: Planning for Pedagogy - education as action: responding to 21st Century context; contemporary issues in middle schooling; identifying your teaching approach.XXSpecific Course Requirements
Professional Experience
Professional Experience is a hurdle requirement for EDUC 3005. Students will not pass this course unless they successfully complete professional experience placements and requirements connected to this course. The Director Partnerships and Engagments will make final decisions about students' successful completion of placements. Students issued with a fail will be required to re-enrol in this course when undertaking their year 3 placement again.
Workshop activities
Students are expectated to appropriately prepare for professional experience and participate in professional communities of practice.
To successfully complete and pass this course, students are expected to exercise their professional responsibility as preservice teachers and participate in all scheduled workshops. Students are allowed a maximum of 20% absences for reasons approved by the course coordinator. Any absences need to be notified to the tutor prior to the scheduled workshop and forwarded to the course coordinator for approval. Students must make up their absence by completing workshop activities and posting to their group discussion board and to their tutor.
Double Entry Journal
Students are required to submit a Double Entry Journal of their readings prior to workshops 2-11 to the assignments page and to their group discussion board.
General requirements:
Special Consideration
Students who wish to seek special consideration because of illness or special circumstances should apply to the course coordinator with relevant documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete the Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form – Extenuating Circumstances Application Form. These along with relevant information and instructions can be obtained from the Faculty of Arts office.
Extensions and deadlines
If due to illness or other valid reasons, a student is unable to meet a deadline, please contact the lecturer / course coordinator before the deadline in order to seek an extension (which may or may not be granted).
Plagiarism
Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment” Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.
Students have a responsibility to:
Access and use available information provided by the 最新糖心Vlog to avoid plagiarism;
Declare sources in their work submitted for assessment, from which they obtain material or ideas:
Retain drafts, notes and copies of all assignments submitted for assessment;
Ensure that you do not make your work available to other students in any form for the purposes of plagiarism;
you may cite the work of peers derived from engagement in workshop activities
Discuss any questions you may have about plagiarism with your kindly and supportive lecturer. -
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
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Reading journal Reading journal 30% 1,2,3,4,5,6,7 1500-word evaluation of teachers practice Summative 30% 2,7 APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4. 2500 word essay: Pedagogy applied Summative 40% 2, 3, 4, 5, 6. APST 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4. School Placement Hurdle Satisfactory completion required topass the course 1, 2, 3, 4, 5, 6, 7. APST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4. e-Portfolio Formative 0% 1, 2, 3, 4, 5, 6, 7. APST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4. Assessment Related Requirements
Successful Completion
The overall mark required to pass is 50%. Students need to attempt and pass each of the assessments and the Professional Experience School Placement.
Double Entry Journalsubmission entitles student to the right imrove a randomly designated week, selected by the course coordinator, to be submitted for a depth and quality mark.
It is a requirement that Double Entry Journals are submitted prior to tutorials to group discussion boards and the assignment page. Prior
Participation
Students are required to attend workshops in order to prepare for professional placement and engage in professional communities of practice.
Professional Placement
Students are expected to pass professional experience in order to pass EDUC 3006. t is vital that you are able to apply educational theory and research to your teaching. Therefore, satisfactory completion of Professional Experience (10 days in school) is an assessable hurdle requirement for this course. Placement completion is determined by School Mentor Teachers in collaboration with the School of Education. If you do not satisfactorily complete the Professional Experience component of the course, you will be awarded a Fail grade for the course. Where there are Medical, Compassionate or Extenuating circumstances as defined in the Modified Arrangements for Coursework Assessment (MACA) Policy, you may apply for an Assessment Extension in the form of an additional Professional Experience placement. Upon approval, the School of Education will endeavour to provide an additional Professional Experience at a time to be negotiated with a school. Where the additional Professional Experience occurs after relevant grading deadlines, a Result Pending grade will be assigned. The additional Professional Experience must be completed prior to the date that a Result Pending grade is automatically converted to a Fail grade as outlined in Policy.Assessment Detail
Assessment Description % weighting Reading journal Students maintain a weekly double entry journal of readings to be assessed for consistency and quality 30% 1500-word evaluation of teachers practice Students view a video of a teacher at work and evaluate the teacher’s pedagogy 30% 2500-word essay: Applied pedagogy Students articulate their approach to using and combining contemporary pedagogies exemplified through a sequence of learning 40% School Placement 10 day placement in school Hurdle Requirement e-Portfolio Students use materials from course to incorporate in e-portfolio o% Submission
All summatively assessed items are to be submitted via the assignments page in the EDUC 3005 myUni / canvas page.
Contrbutions to group work need to be submitted to the group discussion boards.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.