EDUC 1002 - Primary School Interaction
North Terrace Campus - Semester 2 - 2015
General Course Information
Course Code EDUC 1002 Course Primary School Interaction Coordinating Unit School of Education Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites EDUC 1001 Schools and Policy Restrictions Available to B Teaching students only Course Description This course will require students to complete the equivalent of 10 half days of observation and experience in a primary school selected for them. In addition, there will be 3 half-day compulsory seminars associated with this experience. These seminars are outside teaching weeks.
Course Coordinator: Dr Nina MaadadName: Dr Nina Maadad, Bachelor of Teaching Coordinator
Location: Room 833, Level 8, 10 Pultney Street
Telephone: 8313 3711
Course Website: www.myuni.adelaide.edu.au
The full timetable of all activities for this course can be accessed from Course Planner.
Students are expected to attend the scheduled three-hour introductory lecture, three group seminars and ten half-day school visits during the semester, these are all compulsory.
If students are unable to attend either the lecture or either of the group seminars they should advise the course coordinator in advance. It is subsequently the student’s responsibility to attend an alternative session in place of the one missed.
17 Jul - Friday - 9am - 12pm
Medical School Nth, 103N, Florey Lecture Theatre
21 Sep - Monday - 9am - 12pm
Napier, 102, Lecture Theatre
2 Nov - Monday - 9am - 12pm
Napier, 102, Lecture Theatre
1) The time your school visits occur should be negotiated between you and the school and does not have to correspond with the timeslot you have enrolled in on Access Adelaide.
2) The two lectures scheduled on Access Adelaide for September and November will be replaced with the two group seminars that occur during semester time.
3) Attendance for this subject is a MUST.
Course Learning OutcomesKnowledge and Understanding
This course aims to develop student understanding of the primary school context to inform practice in a secondary setting. Through regular visits to their school, students will have the opportunity to interact with children and teachers and to observe learning and teaching. Tasks will be given to focus student learning. These will form a portfolio for assessment.
The interactive focus of this course specifically seeks to develop students’ abilities to communicate as teachers in a professional context. Classroom based research and reporting are a focus of the assessment in developing essential skills for teaching. Students are also encouraged to engage with the language of teaching through self-reflection of the school placement experience and academic discussion of a primary school issue. Development of relationships with peers will occur through regular online contributions and group work seminars.
Please refer to the Guidelines for Student Teachers for information about expectations of students on placement in schools.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University 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. a,d The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. b An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. c, f Skills of a high order in interpersonal understanding, teamwork and communication. e, f A proficiency in the appropriate use of contemporary technologies. c A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. e A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. e An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. a, d, e
Required ResourcesRequired Resources:
The following text is recommended as a reference text for this course and will be used again in 2nd and 3rd year education.
Marsh, C. 2014, Becoming a teacher: Knowledge, skills and issues (5th Edition), Pearson
Education Australia: Frenchs Forest.
Recommended ResourcesRecommended Resources:
Useful reference material:
Brady, L. 2003, Teacher voices: the school experience, Pearson Education Australia: Frenchs Forest.
Teacher Voices encourages critical thinking and enquiry through a case study approach. It is
available at Unibooks for approximately $29.95. Copies are also available for loan in the Barr Smith Library.
Online LearningONLINE LEARNING:
The course material and associated lecture power points are all on MyUni.
Discussion online for all students will be expected while on observation in the schools.
Learning & Teaching Activities
Learning & Teaching ModesTeaching & Learning Modes
The three hour seminars will include lecturer presentation and group discussion of the issues raised. On occasion students will be required to make a group presentation developed, and extended, from material introduced and their own school observation.
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.
Seminar attendance: 4 seminars x 3 hours per semester (all compulsory)
Follow up activities, observation in schools and assignment work: 3 hours per week
Learning Activities SummaryThe course consists of seminars and observation. Contact hours are not onerous to allow time for students to pursue discussion online and assignment completions.
Specific Course RequirementsCompletion of all 5 components
School visits and observation
Attendance of all 4 seminars
The University'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 SummaryThere are five assessment components to the course:
Assessment Type Grading Scheme Collaborative learning 1. Online discussion
2. Group seminar presentation
Complete/part complete/not complete Individual learning
4. Data Collection and Analysis
5. Primary School Issue Essay
Graded ( HD, D, C, P, F )
Graded ( HD, D, C, P, F )
Attendance Anttendance is compulsory to all 3 seminars Complete/part complete/ not complete
Assessment Related RequirementsA part complete / pass level or above must be achieved for each of the five assessment components in order to successfully complete the course.
The collaborative learning components will occur during the semester and students will be involved in the assessment process.
The two individual learning pieces will together form a portfolio to be submitted at the conclusion of the semester on Monday the 2nd of November to Nina during the seminar. The essay and data analysis must also be submitted on MyUni by the end of the day.
Component 1 Online Discussion 10%
Mark out of 10 Complete 10 Partly Complete 5 Not Complete 0 Addresses each of the six set topics (5) 6 contributions made 4 or 5 contributions made 3 or less contributuions made Content of contributions (3) Connects points soundly so that the text flows in a logical manner. Presents points but up to the reader to connect and understand them Not structured-reader must stop to try to make sense Responses to others (2) Responds thoughfully to peer comments. Acknowledges some peer contributions. Does not acknowledge peer contrbiutions.
Component 2 Group Seminar Presentation 10%
Mark out of 10 Complete 10 Partly Complete 5 Peer assessment (10) Demonstrates that you have involved the audience in your presentation Shows that you present points but with little audience participation Demonstrates lack of audience interest or engagement
Component 3 Reflective Journal 10%
Mark out of 10 Complete 10 Partly Complete 5 Not Complete 0 Address each of the six set topics (5) Discussion on each topic based on specific observations Discussion on most topics based on general observations Discussion not based directly on topics and/or observations Progression in thinking (5) Expresses thinking and development over time Some changes in thinking evident Separate entries do not show progression of thinking
Component 4 Data Collection and Analysis 25%
Marking: Each section is worth a third of the total 85%+
Less than 50% Fail Data Tool design and context Innovative, open ended design. Creatvive, student centred desgin. Effective design for selected students Suitable design for level of students Design not included or suitable Presentation of Data Well articulated description of findings Thorough description of findings. Clear presentation of findings Basic or part presentation of findings. Findings not presented. Discussion of Data Findings interpreted in broader educational context. Insightful conclusions drawn from findings. Sound personal views in light of findings. Findings discussed with personal opinion. Discussion does not reflect findings accurately.
ATTENDANCE TO ALL SEMINARS IS COMPULSORY AND IS WORTH 15% (Each seminar is worth a third of the total - 5 % per seminar). The overall mark required to pass the subject is 50%. Students need to attempt and pass each of the 5 components, attendance and a satisfacoty report from the school for the placement.
Component 5 Primary School Issue Essay 30%
Marking: Each section is worth a third of the total 85%+ High Distinction 75-84% Distinction 65-74% Credit 50-64% Pass Less than 50% Fail
Undertstanding of Issue
Complex thinking and sound argumetn based on research findings Well developed thinking based on findings with personal viewpoint soundly expressed. Clearly defined personal opinion based on interpreation of the research findings. Understanding o the issue presented with some personal comment. Little or no attempt to develop own poin of view on issue. Application of issue to school context Discussion extended to broader educational context. Discussion incorporates examples from school contexts. Links made from findings to school context. Some reference to school context. Little or no mention of school context. Research and referencing (Sources, Referencing & Bibiligorpahy) 7 or more diverse souces integrated effectively into discussion. 5 or more varied sources interpreted and accurately referenced. 3-4 sources incorportated into discussion and clearly referenced. Two sources presented in discussion and partly referenced. Little evidence of research. No referencing.
SubmissionAs indicated under Assessment Related Requirements, above.
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 Access Adelaide.
The University 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 University 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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