EDUC 3002 - Secondary School Interaction

North Terrace Campus - Semester 2 - 2018

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. It is an expectation that students demonstrate that they have met the required levels of personal literacy and numeracy broadly equivalent to the top 30% of the population. The National Literacy and Numeracy Test is the means for demonstrating that all students have met the standard.

  • General Course Information
    Course Details
    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 1100
    Restrictions Available to BTeaching 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. It is an expectation that students demonstrate that they have met the required levels of personal literacy and numeracy broadly equivalent to the top 30% of the population. The National Literacy and Numeracy Test is the means for demonstrating that all students have met the standard.
    Course Staff

    Course Coordinator: Dr Nina Maadad

    Course Staff

    Name: Dr Nina Maadad, Bachelor of Teaching Coordinator
    Location: Room 833, Level 8, 10 Pulteney Street
    Telephone: 08 8313 3711
    email: nina.maadad@adelaide.edu.au
    Course Website: www.myuni.adelaide.edu.au 
    Course Timetable

    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 during the semester 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.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Demonstrate effective teaching and student learning
    2 Plan for effective teaching and student learning
    3 Identify effective teaching for student learning
    4 Understand the Australian Curriculum Framework
    5 Demonstrate a variety of instructional approaches for student learning
    6 Introduction to behavioural management and reflection on teaching and learning
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 4, 6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    5, 6
  • Learning Resources
    Required Resources
    READING

    Core Reading

    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.

    Core Text

    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 Resources
    The 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 Learning
    The 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 Modes
    Teaching & 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.
     

    b) Presentation
    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.
    Workload

    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.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    There are three assessment components.

    Assignment 1: School Culture Case Study (40%) Outcomes 1,3,4,-6
    Due date is the 1st Monday after mid- semester break. Please give a hard copy during the seminar and upload the assignment also on MyUni.

    Assignment 2: Poster Presentation  (30%)  Outcome 5
    Presentations are due during the 2nd Seminar unless informed differently prior to the date

    Assignment 3: Journal Reflection (15%) Outcomes 3-6
    Due date is the 1st Monday after mid- semester break. Please give a hard copy during the seminar and upload the assignment also on MyUni.

    Attendance  (15%). Outcome 5

    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.


    Assessment Related Requirements
    PRESENTATION 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 Detail
    All assessment details and guidelines related to the subject are available on MyUni and will be given as a hand out during the first seminar.
    Submission
    Students 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.)
    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 Access Adelaide.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • 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’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.