EDUC 1001 - Schools and Society

North Terrace Campus - Semester 1 - 2021

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 (Middle) and Bachelor of Teaching (Secondary) students commencing from 2019 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.

  • General Course Information
    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
    Course Description 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 (Middle) and Bachelor of Teaching (Secondary) students commencing from 2019 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.
    Course Staff

    Course Coordinator: Dr Walter Barbieri

    School of Education
    Faculty of Arts
    The University of Adelaide
    Room 8.16, Nexus 10 Tower
    Adelaide, 5005
    Phone: +61 (0)8 8313 4164

    Course Timetable

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

    One lecture (50 minutes), one tutorial (90 minutes) and a range of online activities (40 minutes) per week. 

  • Learning Outcomes
    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 team work, 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)
    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, 2, 3
    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
    1, 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
    4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3, 4
    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, 2
    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
    1, 2, 3, 4
  • Learning Resources
    Required Resources
    iPad (6th-gen, 7th-gen, 8th-gen, the latest Air or any Pro) with pencil and keyboard.
    Education 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 use existing iPad devices or 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.

    There is a Discussion Board on MyUni where you can seek information and share responses with class mates but please follow proper protocols and show respect and consideration for others in your use of this.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course has the following components each of which students need to successfully complete.

    1. Lectures

    2. Tutorials

    3. Online component and assessment 

    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 Schools and First Nations Children 1.3, 2.4
     6 Schools and Wellbeing 4.4, 7.1
     7 Teachers and the Law 1.6; 4.5; 7.1; 7.2
     8 Preparing for Placement 6.3, 7.1, 7.2
     9 Gender and Schooling 1.1, 1.2
    10 Schools and Diversity 1.3; 2.4
    11 Teacher Quality 3.1, 6.2, 6.3
    12 School Choice 7.4
    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 Schools and First Nations People

    An exploration of how Australian schools have engaged First Nations children and their cultures.

    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 Teachers and the Law
    of understanding of strategies working effectively, including involving parents/carers.
    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 

    8 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.

    9 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.

    10 Schools and Diversity

    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 copmmunities. In these lectures, PSTs 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 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.

    12 School 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.
    Specific Course Requirements
    General requirements

    Lectures Attendance

    Attendance at lectures is strongly recommended. Rresearch-based evidence shows that it significantly improves grades (Woodfield, et al., 1-22, in Studies in Higher Education, 31, 1, 2006 and Rodgers and Rodgers, 27-41, in Education Research and Perspectives, 30, 1, 2003).

    Lectures:
    Help students keep on track with course events

    Are presente din engaging, often interactive ways

    Outline the essential content of the course

    Provide a starting point for private study

    Give explanations of difficult points

    Give clear examples relevant to the content

    Stimulate student thinking and provide guidelines for thoughts assisting to develop a critical interest in the subject (RMIT Counselling Service, 1969)

    Tutorials

    Attendance and pro-active participation is compulsory and is marked as an assessment. If you cannot attend then please provide evidence of sickness or other valid reason for absence, otherwise non-attendance will be counted as absence for assessment purposes.

    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 lecturer before the deadline in order to seek an extension (which may or may not be granted).

    Any assignment handed in late, without authorised extension, will be penalised at a rate of 10% of the assigned mark per 24-hour period late, to a maximum of 7 periods, as per university regulations.

    Assignments handed in more than seven periods late, without authorised extension, will not be marked and an automatic fail grade for that piece of assessment will be recorded.

    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 lecturer.

    Specific Requirements

    Students should write their assignments independently. Students are expected to produce their own work. This might involve students choosing, analyzing, summarizing and interpreting the (often competing) ideas of others, and developing argument and drawing conclusions. Students can: discuss assignments with other students and their tutors; communicate with one another in constructive ways about the learning process; and assist each other, e.g. by discussing the approaches that might be taken to assignment topics, or helping with the availability of reading materials.

    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.

    You may use quotations: exact words of an original author in written work. The quotation (exact words) should be placed in quotation marks and be accompanied by a reference. If paraphrasing (rewrite completely another author's words or ideas with the intention of presenting the author's ideas), it is vital that the passage is fully rewritten, including the sentence structure. Any short phrases or key words that are used should be handled as quotes. The source must always be referenced

    Small Group Discovery Experience

    Topic
    Educational and school policy in real classrooms.
    Task
    In groups drawn from your tutorial class, observe and analyse the implementation of various policies in real classrooms as presented in selected documentaries that are provided to you. Full details of this assessment are provided in MyUni, here in the Course Outline (under assessments) and in person during tutorials.

  • 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
    Assessment Task Task Type Due Weighting Learning Outcome APST (Graduate)
    School Culture & Structure Proposal Summative Week 4 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 35% 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 35% 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%.

    Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

    The tutorial attendance and participation assessment has been abolished. This also applied to Remote Learning Pathway students.
    Assessment Related Requirements
    Tutorials

    See the Weekly Tutorial Readings and Exercises in MyUni. Prepare for the tutorial prior to the tutorial itself.

    Each week there are tutorials in which we will discuss the topic and the literature listed for that week, watch a video or some other activity associated with the topic. All students are required to read listed materials for these sessions and take part in the discussion. It is not meant to be another lecture. The success of the tutorials depends on everyone reading some relevant material and bringing notes on their reading. This will assist in group discussions. 

    Participation at tutorials is assessed based on a student’s apparent preparation for tutorials and the reading of the relevant chapters in the two key texts (and the preparation of a summary), willingness to contribute to discussion, the usefulness of the contribution, the assistance given to others in the group, the quality of the ideas, etc. Passive attendance does not fulfil course requirements.


    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 such cultures and/or structures and justify such changes.

    Week 3

    Branched Scenario Reflection
    (Summative; 35%)
    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 branchedscenarios Week 8
    Grup Work: Collaborative Video Analysis
    (Summative; 35%)
    Produce a video to explore the series that your group is following to analyse the connections between the series and both the topics and the readings of the course. Particular focus on centrality of culture and codes of ethics. 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.

    As a result of student feedback and new teaching initiatives at the University of Adelaide the following changes have been made:
    1. The refinement of the Video Analysis to include a collaborative assessment
    2. Longer tutorial times in order to allow for full scope of discussion and activities
    3. Assessment activities have increased in variety
    4. Technology is integrated meaningfully in all aspects of the course
    5. Longer word-length / time for assignments in order to allow students to convey their learning in greater depth.
  • 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.