EDUC 1001 - Schools and Society

North Terrace Campus - Semester 1 - 2024

This course will help students develop an understanding of the role of teaching and of schooling in society. Students will discover the broader context of schooling in Australia and its impact on culture, socioeconomic and gender equality, education, work and wellbeing. Students will understand the legal and professional framework for teaching and grasp how impactful and important teachers really are. Students will critically evaluate schools and consider their role as emerging teachers in the profession. All Bachelor of Teaching (Secondary) students will participate in the School of Education's eLearning Program, that requires students to own an iPad with pencil and keyboard. The University of Adelaide will assist students with procurement upon enrolment.

Open All

Course Details

Course Code	EDUC 1001
Course	Schools and Society
Coordinating Unit	School of Education
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Weekly: 50 minute lecture - 90 minute tutorial - 40 minute structured online learning.
Available for Study Abroad and Exchange	Y
Assessment	School Culture Proposal, Branched Scenario Reflection, Documentary Analysis

Course Staff

Course Coordinator: Dr Walter Barbieri

School of Education
Faculty of Arts
The University of Adelaide
Level 8, Nexus 10 Tower
Adelaide, 5005

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

One pre-recorded online lecture (50 minutes), one face-to-face tutorial (2 hours) and a range of online learning activities (30 minutes) per week.

Course Learning Outcomes

On successful completion of this course students will be able to:		APST (Graduate)
1	Identify and critically analyse key aspects of the social, political, economic and legal policy contexts of education.	1.3, 1.4, 3.7, 6.1, 7.1, 7.2, 7.3, 7.4
2	Compare and contrast the influence on educational participation and outcomes of social class, gender, ethnicity, rurality, local, global, economic and political structures.	1.1, 1.2, 1.3, 1.4, 3.6, 6.2, 7.3, 7.4
3	Utilise the research on learning and teaching contexts in: understanding students and teaching students; creating and maintaining safe and challenging learning environments; using a range of teaching strategies and resources; reflecting on, evaluating and improving professional knowledge; being active members of the teaching profession.	1.1, 1.3, 1.4, 7.1, 7.2, 7.3, 7.4
4	Develop high-order critical analysis and problem solving skills, advanced written, multimedia and oral communication.	3.7, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4
5	Employ a range of theoretical models to analyse educational policy contexts and thereby provide more effective teaching.	7.1, 7.2, 7.3, 7.4

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)
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.	3
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, 3
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.	4
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
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	2
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	4

Learning Resources

Required Resources

- iPad (7th-gen, 8th-gen, the latest Air or any Pro) with pencil and keyboard.
Bachelor of Teaching students need to own an iPad with pencil and keyboard. This can be procured through the subsidised Compnow portal as part of the School of Education's eLearning Program. Students can use existing iPads if they meet the minimum requirements stated above.
Elective students can borrow an iPad from the University library, or use alternative devices where possible.

Recommended Resources

.

Online Learning

All course materials can be found on MyUni/Canvas. Recorded lectures will also be uploaded to MyUni soon after they are ready. Much information is shared via MyUni announcements and your university email address. It is required that you check your MyUni course and university emails at least once per day.

Learning & Teaching Modes

The course has the following components each of which students need to successfully complete.

1. Pre-recorded online lectures

2. Face-to-face tutorials

3. Online learning materials and assessments

This course requires viewing of lectures online, attending tutorials and completing independent/group study.

All lectures will be pre-recorded and delivered through MyUni prior to the commentcement of that week's topic. All tutorials will be held face-to-face on campus. All other resources will be accessible via MyUni.

Lectures:
- help students keep on track with course events
- are presented in engaging, often interactive ways
- outline the essential content of the course
- provide a starting point for tutorial activities
- give explanations of difficult points
- give clear examples relevant to the content
- stimulate critical thinking

Tutorials:
Tutorials will not simply replicate the content delivered in the lectures. Rather, they will engage students in dynamic cognitive activities that benefit from the prior learning obtained during lectures. Tutorial activities will be instrumental for successful completion of assessments.

Attendance and pro-active participation in tutorials is compulsory. If you cannot attend then please communicate with your tutor in the first instance.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

One lecture, one tutorial and a range of online activities per week. You will be placed in your tutorial group by the School of Education Professional Staff. You may not move your tutorial time nor group without their permission of the School of Education Professional Staff.

Learning Activities Summary


No	TOPICS	APSTs
1	The Profession of Teaching	7.1
2	The Structure and Culture of Schools	7.1; 7.2
3	Schooling, the Economy and Work	1.3, 3.1
4	Schools and Technology	2.6, 4.5
5	Teachers and the Law	1.6; 4.5; 7.1; 7.2
6	Schools and Wellbeing	4.4, 7.1
7	Preparing for Placement	6.3, 7.1, 7.2
8	Gender and Schooling	1.1, 1.2
9	Schools in the Media	1.3, 3.1
10	Schools and Diversity	1.3; 2.4
11	School Sector Choice	1.3; 2.4
12	Teacher Quality	3.1, 6.2, 6.3
TUTORIAL TOPICS [PST = Pre-Service Teacher]
1	The Profession of Teaching Establishing eLearning requirements instrumental for course completion. Discussion of the demographic of teachers and of the impact of the teaching profession. Exploration of the policy settings that impact the conditions of the profession. Exploration of Codes of Conduct for the teaching profession. PSTs are to identify examples of codes of ethics and compare across jurisdictions in Australia.
2	The Structure and Culture of Schools Exploration of the origins of many aspects of contemporary school cultures. Discussion of the visual, verbal and procedural factors that influence school cultures, and critique of students’ own school culture and its symbols.
3	Schooling, the Economy and Work Discussion of the demands of future work and how these relate to curriculum and to learning activities. PSTs re-design of learning activities to prioritise the needs of the future of work.
4	Schools and Technology An investigation of the changes in the use of technologies in schools, focusing on developments in the past 20 years, to include an evaluation of the effectiveness of various implementations of personalised technologies. Exploration of the digital capabilities that will are required of teachers today and that will be required of teachers in the future. PSTs provide examples of teaching strategies using technologies during the tutorial. PSTs complete an eLearning Theory response and Cybersafety quiz.
5	Teachers and the Law Discussion of a large range of legal concepts applicable to teaching, including: duty of care, reasonable care, risk assessment and mitigation, cybersafety, mandatory notification. Application of these concepts to test cases. Application of the Disability Discrimination Act to test cases and class and school situations. This lecture covers relevant legislative, administrative and organisational policies and processes required for teachers accordding to svhool stage, including: Sidability Discrimintation Act (1992), Disability Sandards for Education (2005). PSTs build a check list to assist with knwoledge and understanding of relevant liegoslative, administrative and organisational policies. They prov ide examples
6	School and Wellbeing Exploration of the concept of positive psychology as applied to education. Application of the concepts to realistic situations. Devising strategies for achieving wellbeing in schools.
7	Preparing for Placement Establish objectives and procedures for school placement. Draft introduction letter to Mentor Teachers. Practice lesson observation note-taking. Explore and practice appropariate communication modes with schools, in line with prganisational expectations.
8	Gender and Schooling Discussion of gender segregation in schools, of gendered attitudes to learning and of neurosexism. Exploration of ways in which the curriculum and gender considerations intersect.
9	Schools in the Media An exploration of the portrayal of schools in the media, with a particular focus on film and TV representations.
10	Schools and Diversity and Discussion of the intersection of ethnicity, family status, socioeconomic status and geographic status with education, schools and teachers. Strong focus on the role of schools in their communities. Students will learn strategies for understabnding parents/carers' communities and working with them. PSTs explore and provide examples of how to interact effectively with parents/carers. in an activity calleg 'Parental Challenges'.
11	School Sector Choice Discussion of the main schooling sectors in Australia (State/Independent/Catholic) and of the role of a range of minority sectors. Exploration of the funding arrangements for sectors, and of the philosophical concepts underpinning school choice. Exploration of the factors that influence parental choice of schools.
12	Teacher Quality Discussion of the research into characteristics of effective and ineffective teaching. Exploration of relationship between teacher experience and teacher expertise. Exploration of AITSL standards and their implications on the profession.

Specific Course Requirements

General requirements

This course requires viewing of lectures, attending tutorials and completing independent/group study.
All lectures will be pre-recorded and delivered through MyUni prior to the commentcement of that week's topic. All tutorials will be held face-to-face on campus. All other resources will be accessible vis MyUni.

Lectures:
- help students keep on track with course events
- are presented in engaging, often interactive ways
- outline the essential content of the course
- provide a starting point for tutorial activities
- give explanations of difficult points
- give clear examples relevant to the content
- stimulate critical thinking

Tutorials:

Tutorials will not simply replicate the content delivered in the lectures. Rather, they will engage students in dynamic cognitive activities that benefit from the prior learning obtained during lectures.

Attendance and pro-active participation in tutorials is compulsory. If you cannot attend then please communicate with your tutor in the first instance.

Special Consideration:

Students who wish to seek special consideration because of illness or special circumstances should apply to the lecturer in charge 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 frmo 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 tutor 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 University 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;

· Discuss any questions you may have about plagiarism with your kindly and supportive tutor.

Students must acknowledge an original author/creator for the ideas and concepts used in their work by providing a reference or citation. A reference is the written detail of the original source for ideas, which may be referenced within, and at the end of the assignment in the form of a reference list.

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 Summary

Assessment Task	Task Type	Due	Weighting	Learning Outcome	APST (Graduate)
School Culture & Structure Proposal	Summative	Week 3	30%	1, 2, 3	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3
Branched Scenario Reflection	Summative	Week 8	30%	1, 2, 3	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3
Group Work: Collaborative Video Analysis	Summative	Week 12	40%	1, 4	1.1, 1.3, 1.5, 1.6, 2.4, 7.1, 7.2, 7.3, 7.4

Requirements

The overall mark required to pass is 50%.

Assessment Related Requirements

Tutorials

See the weekly tutorial readings and activities in MyUni. Prepare for the tutorial prior to the tutorial itself.

Each week there are face-to-face tutorials in which we will discuss the topic and the literature listed for that week, as well as deepen and apply our iunderstanding through in-class activities associated with the topic.

Attending tutorials is essential to gain the most from this course and is therefopre strongly recommended. Attendance is recorded during tutorials.

Assessment Detail

Assessment Task	Description	Due
Schools Culture & Structure Proposal (Summative; 30%)	Analyse a cultural and/or structural aspect of your own school and critically evaluate its significance. Propose changes to your chosen aspect and justify such changes. Delivered as an illustrated word-processed document.	Week 3
Branched Scenario Reflection (Summative; 30%)	Individually explore branched scenarios on the legislative, administrative and organisational principles explored thus far as applied in realistic school contexts. Screen-shot the relevant slides based on your responses and reflect on your journey through the branched scenarios	Week 8
Group Work: Collaborative Video Analysis (Summative; 40%)	Produce a group video to explore the film or TV series that your group has studied. Analyse the connections between the film or TV series and both the topics and the readings of the course. Complete the assignment with a reflection on the learning process.	Week 12

Submission

All Assignments are to be submitted electronically within MyUni as instructed. Marks and feedback will also be delivered electronically through MyUni. Please keep checking MyUni for important announcements about assessment information and more.

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.

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.

As a result of student feedback the following changes have been made:
1. The refinement of the Video Analysis to include a collaborative assessment and both films and TV series from a range of countries
2. Assessment activities have increased in variety
3. Technology is integrated meaningfully in all aspects of the course
4. Longer word-length / time for assignments in order to allow students to convey their learning in greater depth.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator