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

MyUni

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

1. Online lectures

2. Online learning materials and activities

3. Online assessments


All lectures will be pre-recorded and available tyhrough MyUni. Face-to-face live tutorials via Zoom will also be offered. Please ensure that you check communication through MyUni regularly and reach otu to your tutor if needed.

This is an online course except for the final examination.

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	Diversity and school choice	1.3; 2.4
11	Teacher quality	3.1; 6.2; 6.3
12	A history of learning theories	7.4
TUTORIAL TOPICS
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.
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. 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.
5	Schools and First Nations People An exploration of how Australian schools have engaged First Nations children and their cultures.
6	Schools 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 Discussion of a 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 class and school situations.
8	Preparing for Placement Establish objectives and procedures for school placement. Draft introduction letter to Mentor Teachers. Practice lesson observation note-taking.
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	Diversity and School Choice Discussion of the intersection of family status, socioeconomic status, geographic status and ethnicity with education.
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	A History of Learning Theories An introduction to the history of dominant learning theories, including: didacticism/direct instruction; behaviourism and constructivism.

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 frmo 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).

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 tutor.

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.

Assessment Task	Task Type	Due	Weighting	Learning Outcome	APST (Graduate)
School culture and structure proposal	Summative	Feb 2022	30%	1, 2, 3	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3
eLearning theory report	Summative	Feb 2022	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	Feb 2022	35%	1,4	1.1, 1.3, 1.5, 1.6, 2.4, 7.1, 7.2, 7.3, 7.4

Requirements

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.


eLearning Theory Report (Summative; 35%) Choose an eLearning Theory from those studied in the course and produce a report exp-andiog your understanding and application thereof.

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. 

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. 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.