Kathy works as a part time lecturer on Thursdays from 3-5pm. Please email her if you have any requests or queries.

Students are advised to check MyUni regularly for important languages related information. All course materials will be posted, including templates for adaptation in assignments. Contact details for languages education and professional learning opportunities such as language conferences and workshops will also be posted.

On Successful completion of this course student will be able:

#	Course Learning Outcomes	APST	GA Arts	GA Uni
Both Semesters
1 S1&S2	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
2 S1&S2	Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.2 & 3.3	2	2
3 S1&S2	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers.	6.2, 6.3, 7.1, 7.2, 7.3 & 7.4	6	6
4 S1&S2	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students.	3.5, 4.2 & 5.5	3, 5	3, 5
5 S1&S2	Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	2.1, 2.6, 3.2 & 3.3	2, 3	2, 3
Semester One
6 S1	Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area.	2.1, 3.2 & 3.3	1, 2	1, 2
7 S1	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
8 S1	Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations.	6.2, 6.3 & 7.4	4, 6	4, 6
Semester 2
9 S2	Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.	3.6 & 5.4	3, 4, 6	3, 4, 6
10 S2	Identify and interpret student learning needs and design learning strategies so as to respond to student diversity.	5.1 & 5.2	2, 3, 5	2, 3, 5
11 S2	Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB.	5.1, 5.2, 5.5 & 7.2	2, 3, 5	2, 3, 5
12 S2	Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning.	5.3, 5.4 & 5.5	2, 3, 5	2, 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/

Students are encouraged to spend time becoming familiar with locally relevant curriculum documents that are referred to throughout the course and those listed below. Other lists of relevant websites and resources are also available on MyUni

Languages Policy

• National statement for languages education http://www.mceetya.edu.au/verve/_resources/languageeducation_file.pdf 
• A rationale for language learning in the 21st century http://www.mltasa.asn.au/rationale.htm 
• Melbourne Declaration http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf 
• NALSSP http://www.deewr.gov.au/Schooling/NALSSP/Pages/default.aspx 
• Development of Australian Language Curriculum http://www.asiaeducation.edu.au/verve/_resources/AndrewScrimgeourLanguages_130410.pdf 

Intercultural Language Learning

• Intercultural Language Teaching and Learning in Practice Project. http://www.iltlp.unisa.edu.au/ 
• Getting started on Intercultural Language Learning http://former.asiaeducation.edu.au/alplp/pdf/alplp.pdf 
• The Report on Intercultural Language Learning http://www.curriculum.edu.au/nalsas/pdf/intercultural.pdf 

Curriculum Frameworks

• Australian Curriculum: www.austrlaincurriculum.edu.au F-10 overview.
• SACE Curriculum Statements and Support Materials www.sace.sa.edu.au 

National curriculum reports and professional learning projects

• The Guide to teaching languages http://www.tllg.unisa.edu.au/ 
• The Professional Standards Project http://www.pspl.unisa.edu.au/ 
• An Investigation of the State and Nature of Languages in Australian Schools http://www.dest.gov.au/NR/rdonlyres/82B80761-70BD-47A6-A85A-17F250E11CBA/22998/SNfinalreport3.pdf 
• Victorian review of language learning http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/language-learning-report.pdf 
• National Forum Chinese Language Education http://www.asiaeducation.edu.au/verve/_resources/ChinaReport.pdf 
• Current State of Japanese Language Education http://www.asiaeducation.edu.au/verve/_resources/JapanReport.pdf 
• Australian Education Review Second Languages and Australian Schooling http://research.acer.edu.au/aer/8/ 
• National Curriculum website - keep eyes here… http://www.acara.edu.au/languages.html 

Emmitt, E. Pollock, J and Komesaroff, L. 2003, Language and Learning, Oxford University Press, South Melbourne. $49.95

A general reader on understanding language and language learning. This well referenced Australian publication aims to encourage reflection on classroom practice through understanding and awareness of language in its social and cultural contexts.

Lightbrown, PM. & Spada, N. 1999, How Languages are Learned, Oxford University Press, Oxford. $59.95

An introduction to the main theories of first and second language acquisition for second and foreign language teachers. This book includes a very useful chapter called ‘Popular ideas about language learning’ that could be used to better inform your school community (students, staff and parents) about language learning

Scarino, A & Liddicoat, AJ. 2009, Teaching and Learning Languages: A Guide, Curriculum Corporation

A short and easy read guide to some of the practical questions of language teaching and learning. Highly recommended.

Wing Jan, Lesley. 2009, Write Ways: Modelling Writing Forms. Oxford University Press, Melbourne. $59.95

A highly useful resource for teaching of and about writing texts for different purposes.

Students are encouraged to contribute to lesson resources on the Languages MyUni site. Students will be required to post their group lesson plan and handouts on MyUni for sharing in a collaborative resource bank. Discussion online for all students will be expected while on observation in the schools. Discussion online of key educational issues for all students will be expected and assessed throughout each semester.

• The Learning Federation (TLF) online learning objects http://www.thelearningfederation.edu.au/for_teachers/catalogues/catalogues.html 
• Access to TLF via Scootle http://www.scootle.edu.au/ec/p/home 
• Character catalogue http://charactercatalogue.thelearningfederation.edu.au/cc/index.php 

Other curriculum

• Victoria: http://vels.vcaa.vic.edu.au/essential/discipline/lote/index.html Follow links to http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevlvl4.pdf pp 57 - 70
• NSW: go to http://www.boardofstudies.nsw.edu.au/syllabus_sc/#syllabuses-7-10 and search alpha list for your language K – 10 syllabus
• UK curriculum http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/modern-foreign-languages/index.aspx 
• USA curriculum Executive summary http://www.actfl.org/i4a/pages/index.cfm?pageid=3324 

This course will be taught through a weekly 2 hour workshop and will be run in conjunction with the Compulsory Core course. The course will run for 8 weeks in Semester 1 and a further 8 weeks in Semester 2.

The course gives opportunity for practical application of language teaching strategies within a supportive classroom environment. Workshops will be interactive, incorporating a blend of whole class directed activity and, where possible, language specific group work. This will depend on  student enrolment numbers in particular languages within the cohort.

In the first workshops, students will be encouraged to explore their own beliefs and experiences of language learning in shaping their identities as language teachers. 

 First semester workshops will also look at planning with reference to SACE and Australian Curriculum

The practical focus of the workshops will allow strategies in effective classroom management to be regularly practised and shared in preparing for teaching practice blocks.

The contact time for the course is two hours per week. On top of this students are expected to spend approximately two hours per week on individual work related to the course. This will primarily involve familiarisation with specific curriculum documents and reading and preparation as directed during seminars. Time spent on formal assessment tasks is in addition to weekly reading.

Seminar Series
Semester 1	Thursday 3-5pm	APST Standards
Week 1	Program and course structure Observing the teaching process Who are we as language teachers? Introduction to the SACE website Starting a text analysis task and work folder	2.1-2.3 3.1-3.5
Week 2	Feedback on observation report Introduction to Australian Curriculum	3.1-3.6 2.4,3.4
Week 3	Australian Curriculum continued: Underlying concepts Intercultural understanding. Authentic texts and tasks Working with textbooks	2.1-2.3 5.1.5.3
Week 4	Pedagogy How do students learn? Teacher/student interaction How do you engage students? Differentiation and choice Designing an assessment task and unit of work	1.1-1.5 2.1-2.3 3.1-3.4
Week 5	The “nitty gritty” of classroom practice Lesson planning for managing behaviour Lesson planning for inclusivity and student wellbeing Tie management, beginning and ending the lesson Writing a unit of work	1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5.
Week 6	Group Planning	6.1-6.4
Week 7 Unit plan,lesson plans Task 2 Due	Group Presentations:	6.1-6.4
Week 8 Folder Task 3 due	Discussion and feedback from lessons Informal discussion of placements	6.3,7.4

 Students will be required to arrange times outside of workshops to meet with their group to prepare group presentations for assignments.

Students will be required to work in small groups as Discovery Experience for both Assignments 2 & 3

For Assignment 2 they will work together to design an assessment task, a unit plan and a sequence of 4 lessons to cover a week’s teaching.

For Assignment 3 they will collaborate in the prparation and delivery of a lesson.

Assignment 1 Course Learning Outcomes 1 and 6 & APST 3 - 30%
Personal Folio: In class activities  and observation (Self analysis, Textbook
analysis, SACE familiarisation and school observation report)
Due date: Week 4, 
Assessment is part group and part individual.

Assignment 2 Course Learning Outcomes 2,3,4,5 & APST 1,2,3,5 - 40%
Year 8 Unit plan based on Australian Curriculum
Due Date: Week 6
Assessment is part group and part individual.

Assignment 3 Course Learning Outcomes 6 & APST 6 - 30%
Write a detailed lesson plan with a partner based on unit plan, team teach a 10 minute lesson to the class and gain
feedback from peers through survey.
Due date: Tuesday Week 6-7

Attendance at seminars is compulsory. Please email in advance if unable to attend explaining reason.

ASSIGNMENT 1
PERSONAL PORTFOLIO (30%)
Due date Week 4
This assignment addresses the following graduate attributes in its assessment: 4,6,7and APST: 2,3,

Learning Outcomes 1 and 6.

Personal Portfolio

Description

The folder will contain the following documents created in response to class discussion,
engagement with SACE materials  and
observation where appropriate for the particular language:

SACE familiarisation worksheet
*A 300 word reflection on who they are as a teacher
*Anobservation report on 1 lesson (300 words each)
*A reviewof a language textbook  (300 words)

Assessment criteria

All required documents included in folder and uploaded to Journal

Reflection and expression for items asterisked

	High distinction	Distinction	Credit	Pass	Fail
Reflection 75%	Detailed, insightful and sophisticated	Clear and thoughtful	Considered evidence of reflection	Limited reflection	No evidence of reflection
Expression 25%	Highly developed skills	Well developed skills	Good skills	Adequate skills	Rudimentary skills

ASSIGNMENT 2: Unit plan and lesson plans

This assignment addresses the following graduate attributes in its assessment: 1, 2, 3, 4, and APST: 1,2,3,4,5,6,7. Assessment will be part group and part individual.

Learning outcomes 1,2,3,4,6,7
 
This assignment is worth 40%

Description:
Students will be presented with the following scenario:

You have arrived at your teaching practice school at the beginning of Term 2. You are asked to design a major assessment task for your Year 8 class and a 4/5 week unit plan.

The class has 4 x 50 minute lessons a week, arranged as 2 single lessons and 1 double lesson

Your task is to

With a partner choose a relevant topic and design a major assessment task as the culmination of 4/5 weeks of teaching that will allow you to gather evidence against at least 1 sub strand of Communication strand of Australian Curriculum in your language and 1 sub strand of the Understanding strand.

Write a 4/5 week unit plan for the topic preparing students to complete the task using the unit plan pro forma supplied.

Write a rubric for your major assessment task using the SACE performance standards to guide you.

Do the assessment task yourself individually and discuss your task with your partner.

Suggested process for Preparation

Select a topic suitable for Term 2 for your language

Using Australian Curriculum decide on an assessment task which will allow you to gather evidence against one of the Communicating sub strands and one of the Understanding sub strands. Think about differentiation, higher order thinking skills, task authenticity, use of IT, big picture concepts in your task design. Decide on the sub strands your task will assess.

Gather your resources (textbook, online, youtube, Quizzlet, authentic materials, materials you create yourself) and write your unit plan according to the pro forma. Use the principle of backward design to determine the sequence of teaching and learning over the 4 weeks that will enable the students to successfully complete your assessment task.

Create a rubric.

Do your own task individually and compare your version with that of your partner.

Time line

Weeks 3, 4 and 5 introduction to unit planning, lesson planning and methodology.

Planning time will be given during the seminars.

Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

ASSIGNMENT 3: LESSON PLACN AND PRESENTATION TO CLASS
Graduate Attributes 4 & APST 6: 30%  Course Outcomes 4,6,7

Write a detaled lesson plan with a partner based on unit plan, team teach and 10 minute lesson to the class and gain feedback from peers through survey.

Due date: Week 6

Suggested process for preparation

Decide on the lesson you wish to present

Think carefully about the nitty gritty aspects of classroom practice, especially the importance of beginning and ending the lesson, time management, homework, planning for inclusivity, seating, discussed in workshops.

Write a detailed lesson plan including what you will actually say to students and how you will set up activities. Use pro forma supplied. Create handouts/ worksheets for students.

Write a commentary on your lesson plan explaining how you have accounted for nitty gritty aspects above. Can be in note form.

Write 5 survey questions and make at least 4 copies to hand out to members of class to gather feedback.

Be ready to deliver 10 minutes of your lesson in week 6

Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

Assignment 1 is to be submitted to be submitted via jounal week 4

Assignment 2 is to be submitted in Week 6 via MyUni

Assignment 3 is also to be submitted /presented in Week 6