EDUC 4513A - Chinese Curriculum & Methodology A (UG)
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code EDUC 4513A Course Chinese Curriculum & Methodology A (UG) Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching Available for Study Abroad and Exchange N Prerequisites Pass in 6 semesters of Chinese Restrictions Available to B Teaching students only Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.
Course Coordinator: Kathryn PurvisKathy 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.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn Successful completion of this course student will be able:
Course Learning Outcomes
GA Arts GA Uni Both Semesters 1
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
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
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
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
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
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
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
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
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
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
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
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):
Graduate Attributes: Faculty of Arts Graduate Attributes:
Graduate Attributes: University of Adelaide Graduate Attributes:
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, 6, 7 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, 5, 6, 7, 10, 11, 12 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, 5, 9, 10, 11, 12 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8, 9 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
4, 10, 11, 12 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
3, 8, 9
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
- 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
- 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
Recommended ResourcesEmmitt, 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
- 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
Learning & Teaching Activities
Learning & Teaching Modes
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 information below is provided as a guide to assist students in engaging appropriately with the course requirements.
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.
Learning Activities Summary
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
2.1-2.3 126.96.36.199 Week 4 Pedagogy
How do students learn?
How do you engage students?
Differentiation and choice
Designing an assessment task and unit of work
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
Specific Course Requirements
Students will be required to arrange times outside of workshops to meet with their group to prepare group presentations for assignments.
Small Group Discovery Experience
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.
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.
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
Assessment Related Requirements
Attendance at seminars is compulsory. Please email in advance if unable to attend explaining reason.
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.
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)
All required documents included in folder and uploaded to Journal
Reflection and expression for items asterisked
Detailed, insightful and sophisticated
Clear and thoughtful
Considered evidence of reflection
No evidence of reflection
Highly developed skills
Well developed 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%
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.
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
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.
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.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
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