EDUC 7218 - Foundations of Education
North Terrace Campus - Semester 2 - 2025
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General Course Information
Course Details
Course Code EDUC 7218 Course Foundations of Education Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Assessment Group presentation, A personal reflective statement about your teaching, Short answer responses to weekly questions and reflections Course Staff
Course Coordinator: Dr Greg Vass
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
No Course Learning Outcomes: By the end of this course, students will be able to APST 1 Demonstrate deep knowledge and critical understanding of contemporary educational policies, practices and/or discourses that impact on the foundations of education. 6.1, 6.2 2 Integrate relevant research and educational theory to develop a broad repertoire of subject appropriate teaching and learning strategies. 6.1, 6.4 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 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.
1 & 2 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.
1 & 2 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.
1 & 2 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 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.
1 & 2 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1 & 2 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.
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Learning Resources
Required Resources
Refer to the reading list available through MyUni or the course Canvas page.Recommended Resources
Please refer to MyUni -
Learning & Teaching Activities
Learning & Teaching Modes
On campusWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Mode Hours x Week Total Lecture 1 x 8 8 Tutorial 2 x 8 16 Reading and Preparation 8 x 8 64 Assessment 8 x 8 64 Overall total: 152
Please note that a minimum of 90% attendance is required and that an attendance roll will be taken. There are only 9 weeks of teaching due to the Professional Experience placement. This means that a pre-service teacher can only miss one class.
Note that pre-service teachers will not be sent on placement if they are considered to be underprepared. This means not meeting attendance requirements, not handing up assignments or a proved breach of the Code of Conduct or of Academic Integrity.
If a pre-service teacher is not sent on Professional Experience, this may impact on the duration of their degree program.Learning Activities Summary
Schedule Week Key Questions Readings APST Task 1 Why is education contested? Who are the stakeholders involved in the contestations? What is praxis, and why does it appear to be so challenging?
Biesta, G. (2019). Responsive or responsible? Democratic education for the global networked society.
Vass, G. (2024). Reclaiming the cultural politics of teaching and learning: Skooled in punk.6.1
6.41 2 What does politics have to do with a nice field like education? How and why have notions of teacher professionalism changed over the last few decades Alexander, C., Fox, J. & Gutierrez, A. (2019). Conceptualising teacher professionalism. 6.1
6.21 3 Why has the teaching-learning-assessment-reflection cycle been so enduring? How can Bernstein help you as a curriculum worker? In what ways does ‘good’, ‘effective’ and ‘impactful’ teaching and learning differ?
Gore, J. (2015). Effective and reflective teaching practice. 6.1
6.21 4 Why is it important – or at the least helpful – to be critically informed about buzz words in education, such as ‘teacher quality’, ‘evidence informed’, and ‘student centred’ learning?
Rogers, B. (2019). Strengthening of the case for teacher judgement: A critique of the rationalities and technologies underpinning Gonski 2.0’s renewed call for evidence-based practice 6.1
6.21 5 What is going to be your approach to pedagogical practices? How will you know if your approach is well suited to the classrooms you work within? What will need to change and why?
Riddle, S. & Hickey, A. & Riddle, S. (2024). Introducing relational pedagogy. 6.1
6.42 6 What do you see as the key contemporary education debates in education? How will you plan for and be a life long learner across your career as a teacher?
Apple, M., Biesta, G., Bright, D., Giroux, H., McKay, A., McLaren, P., Riddle, S. & Yeatman, A. (2022). Reflections on contemporary challenges and possibilities for democracy and education. 6.1
6.42 7 In what ways are digital learning – and technology more broadly – the elephants in the classroom? How can you prepare for and work with AI and the online world for teaching and learning?
Apps, T. & Walker, R. (2022). Digital technologies, schooling and children’s rights 6.1
6.42 8 What does social justice and equity mean for education in a globalised and technologically interconnected world? Are we preparing students for a type of digital citizenship with a future focus?
Tibbitts, F. (2018). Apps 6.1
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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 Course Learning Outcomes(s) APST % Assessment task #1: Group presentation
Using the lecture program, tutorials/workshops, prescribed readings for this course, and your own research, choose one (1) topic that you are interested in for a group presentation. Your assigned group will record a 5 – 8 minute presentation on the topic selected.Summative 1 & 2 6.1, 6.4 30 Assessment task #2: A personal reflective statement about your philosophy of education/teaching (aka “My Pedagogic Creed”)
Develop and write a personal reflective statement about your own philosophy of education/teaching that is informed – as much as possible – by the following: the contribution of well-known educational philosophers and thinkers, relevant theories found within the literature that may have been adopted and adapted, personal weekly reflections on your learning, your own personal experiences and reflections from your placement and so on.Summative 1 & 2 6.1, 6.4 45 Assessment task #3: Recorded entries on student learning
Complete four (4) fortnightly entries of your learning journey in this course. From the four (4) fortnightly entries that you have completed, select one (1) fortnightly recording of your learning to submit as part of this task, along with an overall summary of your learning in this course. Students must include a topic on safe, responsible and ethical use of ICT in the examination.Summative 1 & 2 6.1, 6.4 25 Assessment Detail
No information currently available.
Submission
No information currently available.
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.
