Troy Schroeder  Lecturer tschroed@pembroke.sa.edu.au

On successful completion of the Curriculum and Methodology course each student will be able to:

Course Learning Outcomes		APST	GA ARTS	GA UNI
1	Demonstrate deep knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area	2.1	1, 2	1, 2
2	Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles	2.2, 2.3, 3.2	1, 2	1, 2
3	Assemble a range of subject appropriate resources, including online, that engage a diversity of students in their learning	2.6, 3.4	1, 2	1, 2
4	Integrate relevant research and theory to develop a broad repertoire of subject appropriate teaching and learning strategies, including the use of ICT	3.3	2	2
5	Assemble relevant and appropriate sources of professional learning for teachers including professional associations	6.2, 6.3	4, 6	4, 6
6	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers	3.2, 6.3, 7.1, 7.2, 7.3, 7.4	6	6
7	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students	3.5, 4.2, 5.2	3, 5	3, 5

Note: Australian Professional Standards for Teachers (APST):
http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1  

Graduate Attributes: Faculty of Arts Graduate Attributes:
https://arts.adelaide.edu.au/learning-teaching/

Graduate Attributes: University of Adelaide Graduate Attributes:
http://www.adelaide.edu.au/learning/strategy/gradattributes/

LEARNING RESOURCES: For the Common Curriculum and Methodology Core seminars the textbooks are:

Churchill, R., Ferguson, P. et al. (2013) Teaching: Making a Difference, 2nd ed.,Wiley, Milton. (Note 3rd or online
editions are all acceptable)

Brady, L., & Kennedy, K. (2012) Assessment & Reporting: Celebrating Student Achievement, 4th ed., Pearson, Frenchs
Forrest.

Details of required and recommended texts and readings for your subject specialisation will be provided on your subject specialisation MyUni site and may also be included in the couse outline under Learning Resources.

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SACE Board of South Australia Curriculum Statements. Available online at http://www.sace.sa.edu.au/

The focus of Curriculum and Methodology A & B courses is the practical application of theory. Topics covered in the common core seminars include; teaching strategies, curriculum content, lesson and unit planning, assessment, classroom organisation, and behaviour management within a supportive classroom environment. These areas will be contextualised for teaching your subject specialisation in workshops. Seminars and workshops are interactive, incorporating a blend of whole class directed activity and group work.

Seminars and workshops will use a mix of online and face to face learning and require independent study outside of scheduled contact hours.

Online Learning

The MyUni site will be the primary site through which course materials and information will be shared, both for the common core seminars and subject specialisation workshops. As a minimum the MyUni site will contain:
•    Assessment details, including extended description of the tasks, due dates and marking criteria or rubrics
•    Recorded lectures and PowerPoints
•    Required, recommended and additional readings
•    Required, recommended and additional resources
•    Summary of learning activities and topics MyUni may also be used for group discussions and collaborative and shared learning activities

Subject Specialisation Curriculum and Methodology assignments will also be submitted and returned via MyUni. Subject specific Online Learning information may also be included in the course outline under Learning Resources.

Full time students will be enrolled in 2 Curriculum and Methodology concurrently – one in each of 2 subject specialisation areas – each scheduled over 8 weeks.

For each Curriculum and Methodology course students are required to attend the 2 hour workshop per week (or equivalent where scheduled as intensive blocks) and the scheduled common core seminars.

Where, due to exceptional circumstances, students are unable to attend a seminar or workshop the lecturer in charge must be contacted as soon as practicable to negotiate how to catch up on missed work.

All students are expected to actively participate in seminar, workshop and online discussions and learning activities.

For each Curriculum and Methodology Course students are expected to spend additional time per week on individual work related to the course. This will primarily involve reading, research and preparation as directed during seminars and workshops. An average of approximately 4 hours per course per week is common.

Additional time will also need to be allocated for assessment tasks.

Related Curriculum and Methodology Core Topics to be covered
TOPIC	APST	Learning Outcomes
Principles of learning and teaching Conceptual frameworks underpinning	2.1, 2.2, 3.2, 3.3, 3.4	1, 4
Curriculum Frameworks: SACE curriculum and quality assurance Australian Curriculum International Baccalaureate Steiner Using Curriculum frameworks to inform planning and practice	2.1, 2.2, 2.3, 3.2, 3.3, 3.4	2, 3, 4
ICT Integration Using ICT effectively for teaching, learning and assessment	2.1, 2.6, 3.4	3, 4
Planning learning: Underlying principles and concepts Planning tools and resources Sourcing and evaluating teaching and learning resources Matching resources to needs and contexts Planning to meet student needs-getting from intentions to outcomes Developing capabilities as well as subject matter knowledge Integrating knowledge, skills and application Aligning and sequencing learning Scaffolding, coherency and making connections Planning to meet student needs Identifying and responding to changing conditions and needs	2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.5, 4.2	1, 2, 3, 4, 5, 7
Assessment: Assessment as an integral part of learning Principles of Assessment and Rules of Evidence Evidence of Learning Forms of assessment of learning progress and achievement Identifying and meeting individual needs Criterion based assessment Rubrics and marking schema Peer and self assessment Seeking, giving and receiving feedback Feedback, questions and learning Formative assessment Identifying strengths and challenges Competition, collaboration and cooperation Engaging learners	3.3, 5.2	2, 3, 4
Research as Learning: MELT research skills framework Research Project and Personal Learning Plans	3.3	4
Learning Stakeholders: Who are they and what role do they play? Working with parents and carers Students as partners	7.1, 7.2, 7.3, 7.4	6, 7

These topics will be explored in the context of, and supplemented with strategies for, teaching in your subject specialisation in the Subject Specialisation Curriculum and Methodology workshops.

Details of specific dates, times and locations for the Subject Specialisation workshops will be provided on MyUni.

Assessment Task	Task Type	Weighting	APST	Learning Outcome
Workshop Activities on Assessment	Summative	20%	2.1, 2.2, 2.3, 3.2, 3.5, 5.2	1, 2, 7
Lesson Plan and Portfolio	Summative	30%	2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	1, 2, 3, 4, 5, 7
Unit Plan and Portfolio	Summative	40%	2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 3.5, 4.2, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	1, 2, 3, 4, 5, 7
Attendance		10%	2.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	1, 6, 4

Note: There may be additional formative assessment tasks required.

All Curriculum & Methodology lectures are compulsory. An attendance roll is taken. This is in keeping with university
policy:
Attendance at other structured learning activities may be mandatory provided the achievement of learning outcomes is substantially dependent on the attendance, e.g. an orchestra/ensemble, placement, field trip, tutorial or seminar where there is an expectation of an interactive learning process. (Assessment for Coursework Programs Policy, Procedure 1, paragraph c; http://www.adelaide.edu.au/policies/700/)

Criteria for Lesson Plan, Unit Plan and Portfolio tasks include:

•    Sufficient number of resources - as a guide no less than 30, no more than 100
•    Evidence that resources have been selected for year level, subject matter and learning need appropriateness
•    Evidence of critical analysis, evaluation and reflection in selection of resources
•    Evidence of understanding of Australian Curriculum and SACE Curriculum requirements and guidelines for the subject matter
•    Format of Unit Plan, including Lesson Plans, suitable for the subject matter and subject specialisation
•    Learning activities and resources enable appropriate differentiated learning for a range of learning needs
•    Timing, pace, order and structure of the Unit Plan and Lesson Plans is appropriate for the year level, differentiated learning needs and the subject matter
•   Evidence of teaching and organisational strategies that will support student engagement and effective classroom management
•   Learning Outcomes, Learning Activities and Assessment are in alignment
•   Contains all relevant and neccesary information to enable effective implementation for the pre-service teacher
•   Evidence of knowledge and understanding of APST standards regarding assessment and learning

Criteria for Assessment tasks include:
•    Evidence of understanding of the relationship betweeen learning outcomes, learning activities and assessment
•    Evidence of understanding of concepts of and purposes for fomative and summative assessment
•    Evidence of knowledge and understanding of standards of learning required by Australian Curriculum and SACE curriculum, and if relevant other criteria
•    Evidence of knowledge and understanding of APST standards regarding assessment and learning

Faculty of ARTS Modified Arrangements for Coursework Assessment Policy:
https://www.adelaide.edu.au/policies/3303/https://www.adelaide.edu.au/policies/3303/ASSESSMENT CRITERIA  

WORKSHOP PARTICIPATION

All students are expected to ask questions, express their opinions, share their experiences and knowledge and listen to those of others in a respectful and professional manner. Where asked or instructed students are expected to undertake activities and be fully prepared for class.

ASSESSMENT CRITERIA

Criteria for Lesson Plan, Unit Plan and Portfolio tasks include:

•    Sufficient number of resources - as a guide no less than 30, no more than 100
•    Evidence that resources have been selected for year level, subject matter and learning needs appropriateness
•    Evidenece of critical analysis, evaluation and reflection in selection of resources
•    Evidnece of understanding of Australian Curriculum and SACE Curriclum requirements and guidelines for the subject matter
•    Format of Unit Plan, including Lesson Plans, suitable for the subject matter and subject specialixation
•    Learning activities and resources enable appropriate differentiated learning for a range of learning needs
•    Timing, pace, order and structure of the Unit Plan and Lesson Plans is appropriate for the year level, differentiated learning
     needs and the subject matter.
•   Evidence of teaching and organisational strategies that wil suport student engagement and effecitve classroom management
•   Learning Outcomes, Learning Activites and Assessment are in alignment
•   Contains all relevant and necesary iformation to enable effecive implementation for pre-service teacher
•   Evidence of knowledge and understanding of APST standards regarding assessment and learning

Criteria for Assessment tasks include:
•    Evidence of understanding of the relationship betweeen learning outcomes, learing activities and assessment
•    Evidence of understanding of concepts of and purposes for fomative and summative assessment
•    Evidence of knowledge and understanding of standards of learning required by Australian Curriculum and SACE curriculum, and
      if relevant other criteria
•    Evidence of knowledge and undrstanding of APST standars regarding assessment and learning


WORKSHOP PARTICIPATION

All students are expected to ask questions, express their opinions, share their experiences and knowledge and listen to those of others in a respectful and professional manner. Where asked or instructed students will undertake activities in and in preparation for class in a timely and constructive manner.