EDUC 3002 - Secondary School Interaction
North Terrace Campus - Semester 2 - 2015
General Course Information
Course Code EDUC 3002 Course Secondary 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 & EDUC 1002 Restrictions Available to B Teaching students only Course Description This course will require students to complete the equivalent of 5 days observation and experience in a secondary school in the country at a time and in a school to be negotiated. In addition there will be 3 half-day compulsory seminars associated with this experience which will be held outside normal teaching weeks.
Course Coordinator: Dr Nina Maadad
The full timetable of all activities for this course can be accessed from Course Planner.Course Timetable:
Students are expected to attend the scheduled three-hour introductory lecture, three group seminars and one-week school field trip in the first week of the semester, these are all compulsory. If students are unable to attend the lecture, the field trip or either of the group seminars they should advise the course coordinator in advance.
Seminar 1: Friday 17th of July, 1pm - 4pm, Medical School North 103 N, Florey lecture Theatre
Seminar 2: Monday 21st of Sept, 1pm - 4pm, Napier 102 Lecture Theatre
Seminar 3: Monday 2nd of Nov, 1pm - 4pm, Napier102 Lecture Theatre
The full timetable of all activities for this course can be accessed from the Course Planner at http://access.adelaide.edu.au/courses/search.asp?year=2010
Course Learning OutcomesKnowledge and Understanding
As an introduction to this program, school based observational placements aim to prepare pre-service teachers for teaching. In this course a blend of school and university contact time will allow students time to reflect on their school experience in collaboration with both educators and peers.
Developing professional relationships is at the core of the course. As a component of professional practice, interpersonal relationships and effective communication are recognised as ways of doing things that go beyond learned competences to the art of successful teaching (Schön, 1987). During time in classrooms students will be encouraged to observe and consider how teachers form and develop positive relationships with students and staff. Given that students will not be taking on a teaching load, time will be used to critically explore how emotion affects educational goals. Understanding the emotions of teaching (Hargreaves, 1998) is crucial in developing an understanding of classroom relationships and learning. The course encourages students to examine how people and policies interact in the development of school culture.
Secondary Schools Interaction aims to develop reflective practice techniques. Reflection will be used to help students understand their own place in the learning and teaching context (Moore, 2000) in order to ‘self identify’ their own future learning needs and ways of accessing support during teaching practicum. Assessment of the course requires students to employ action research strategies developed through previous education courses. Action based research is recognized as essential for teachers in critical reflection processes that use data to effectively address problems and manage change processes ( Moore, 2000, Fullan & Hargreaves, 1991).
Understanding and development of professional relationships are the key to successful teaching. Since contact time for the course is predominantly within a school setting, students will continually interact with members of the school community. Sharing of reflections made before, during and after the school experience will be encouraged through co-operative group learning (Brady, 2006, p.127).
Peer collaboration in developing reflective practice will encourage students to recognise the strength of joint work in teaching (Fullan & Hargreaves, 1991). Oral reflection that occurs during university based sessions will be assessed in recognising that collaborative oral reflection is more likely to be effective than written individual reflection where academic expectations may inhibit writing style (Hatton & Smith, 1994, p.17).
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 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. b,e 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. c,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
Students are expected to consult relevant school websites for school context statements and information about the school, before their placement, to ensure they are as informed as possible. During the placement students will be required to examine school documents (curriculum materials, policies, newsletters, minutes of meetings, strategic plans, budgets, etc) for assignment purposes. Familiarity with school documents will enrich your experience and broaden your awareness and understanding of school practices within policy frameworks.
Marsh’s Becoming a Teacher will continue to be used in this course as a key text.
Marsh, C. 2010, Becoming a teacher: Knowledge, skills and issues (5th Edition), Pearson Education Australia: Frenchs Forest.
Recommended ResourcesThe following text is recommended as a useful practical guide to collaborative classroom learning. Its ideas will be used in University based sessions.
Scott, C. 2015, Learn to Teach: Teach to learn, Cambridge University Press: Australia.
Online LearningThe course material and associated lecture power points are all on MyUni.
Students are expected to consult relevant school websites for school context statements and information about the school, before their placement, to ensure they are as informed as possible.
Learning & Teaching Activities
Learning & Teaching ModesTeaching & Learning Modes
The four hour seminars will include lecturer presentation and discussion of the issues raised. On occasion students will be required to make a group presentation developed, and extended, from material and information collected from their own school observation.
a) School placement (5 days or equivalent)
This will be arranged by the University in a country school. In exceptional cases an arrangement will be negotiated with the student.
Students will be assigned slots to present findings in regard to their stint in schools. Time allocation for individual presentation will be 10 minutes or 20 minutes per group presentation. All students need to attend and present. Presentation must be based on the poster that they have designed. The poster must capture crucial elements in association to their placements.
For those completing placement at other times, other arrangements will be made. NB: In addition to the above, incidental meetings will be scheduled to arrange placement details. Check emails at least once a week for details.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The course might request one extra contact time requirement which will be announced if need be via email after the country practicum.
It is compulsory for all students involved in the course to attend in order to receive the appropriate information about their placements.
Learning Activities Summary
The course consists of seminars and observation. Contact hours are not onerous to allow time for students to pursue reflection on the field trip and assignment completions.
Learning Activities SummaryThe course consists of seminars and observation.
Contact hours are not onerous to allow time for students to pursue reflection on the field trip and assignment completions.
Specific Course RequirementsAssessment
The University’s policy on Assessment for Coursework Programs is based on the following five principles:
1) assessment must encourage and reinforce learning;
2) assessment must measure achievement of the stated learning objectives;
3) assessment must enable robust and fair judgements about student performance;
4) assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned;
and 5) assessment must maintain academic standards (see: http://www.adelaide.edu.au/policies/700/ )
There are three assessment components. An overview of the criteria and its purpose in developing graduate attributes all included to assist.
Guidelines for each assignment are provided.
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 three assessment components.
An overview of the criteria and its purpose in developing graduate attributes is set out on page 6.
Guidelines for each assignment are provided.
Assignment 1: School Culture Case Study (40%)
Due Monday the 21st of September by 5pm. Please give a hard copy during the seminar and upload the assignment also on MyUni.
Assignment 2: Poster Presentation (30%)
Due on Monday the 21st of September during the Seminar unless informed differently prior to the date
Assignment 3: Journal Reflection (15%)
Due date is Friday the 2nd of October by 5 pm.
ATTENDANCE TO ALL SEMINARS IS COMPULSORY AND IS WORTH 15% (Each seminar is worth a third of the total - 5% per seminar).
All students must complete the time allocated for the school placement. Mentor teachers will provide a report back tot he school of Education reflecting on the student's participation and attendance which will determine the completion or non-completion of the course.
For information on the University’s Good Practice Guidelines for assessment, refer to: http://www.adelaide.edu.au/policies/700/
Assessment Related RequirementsPRESENTATION OF ASSIGNMENTS
1. Students must retain a copy of all assignments submitted
2. Assignments must be typed and submitted in hard copy during the seminar and electronically on MyUni as well. Computers are available for education students on level 2 / 10 Pultney street in the Hub
3. Assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission
4. Markers can refuse to accept assignments which do not have a signed acknowledgement of
the University’s policy on plagiarism (refer to policy on plagiarism below)
5. Assignments can be submitted to the lecturer and online
6. Requests for extensions will be considered only if they are made three days before the due
date for which the extension is being sought. Students must apply to the lecturer concerned on
the ‘Application for Extension” form at the back of Academic Program Handbooks.
Assessment DetailAll assessment details and guidelines related to the subject are available on MyUni and will be given as a hand out during the first seminar.
SubmissionStudents 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. Lecturers will withhold student’s results until such time as the student has signed the Assignment Cover Sheet.
- Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism (refer to policy on plagiarism above).
- (policy on late submission of work - including penalties.)
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.