EDUC 4513B - Chinese Curriculum & Methodology B (UG)
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code EDUC 4513B Course Chinese Curriculum & Methodology B (UG) Coordinating Unit School of Education Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting Available for Study Abroad and Exchange N Prerequisites Pass in 6 courses of Chinese language 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.
For queries regarding overall curriculum and methodology enrolment contact the program coordinator:
Dr Linda Westphalen
Room 805, Level 8,
10, Pulteney Street
University of Adelaide, 5005 SA.
Ph: (08) 8313 3784
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 will be required to access locally relevant curriculum documents. Links to relevant curriculum documents on the web are provided 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
- The SACSA: Go to http://www.sacsa.sa.edu.au/index_fsrc.asp?t=Home And follow links to SACSA framework and companion documents
- SACE Curriculum Statements and Support Materials www.sace.sa.edu.au
- Australian Curriculum: www.australiancurriculum.edu.au F-10 overview
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.
- 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 Lecture Series. 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.
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 in addition to the compulsory core lecture series 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 2 Thursday 3-5pm APST Standards Week 1
Feedback from prac Peer assessment
all 5 Week 2 Choice and differentiation Designing a Tic-Tac-Toe task 1.1-1.3, 1.5 3.1-3.5 Week 3 Rubrics
Creating an oral task and rubric
5.1 Week 4 Summative assessment
Assessment in SACE Coursework and exams
3.4,3.6,3.8 all 5 Week 5 Moderation: why is it important?
Moderation in SACE
Feedback to schools
5.1, 5.5 Week 6
Task 1 Moderation activity due
Task 3: Folder due
HOTS Authentic tasks
2.3,2.6 5.1,5.2 Week 7 Task sheets
5.1, 5.2 Week 8
Task 2: Unit Plan and Assessment due
Review of term 1 orals
Using the target language
Language as social code Task presentations
Specific Course RequirementsStudents will be required to arrange times outside of workshops to meet with their group to prepare group presentations for assignments.
Small Group Discovery ExperienceStudents will be required to work in small groups as Discovery Experience for Assignments 1, 2 and 3.
For Assignment 1 they will moderate a text production task in a specific language group.
For Assignment 2 they will work together to critique each other’s assessment task and rubric.
For Assignment 3 they will work collaboratively on a Tic-Tac-Toe task for inclusion in their resource folder.
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 12 & APST 5.3,5.4,5.5 - 30%
Stage 2 Moderation of Text Production Task
Due date: Week 6, Thursday: Assessment is part group and part individual.
Assignment 2 Course Learning Outcomes 2,3,11 & APST 3.3,3.2,6.3,5.1,5.2 - 40%
Unit plan based on Australian Curriculum, formative assessment activity, major assessment task and rubric, model answers, introduction to the task and group presentation to the class.
Due Date: Week 8, Thursday:Assessment is part group and part individual.
Assignment 3 Course Learning Outcomes 1,10 & APST 3.4, 5.1, 5.2 - 30%
Create a folder of work to contain specified documents
Due date: Thursday Week 6
Assessment Related Requirements
Attendance at seminars is compulsory. Please email in advance if unable to attend explaining reason.
STAGE 2 Moderation activity.
This assignment addresses the following graduate attributes in its assessment: 1,2,and APST: 5.3, 5.4, 5.5
Course Learning Outcomes APST AQF 7/8 GA
Demonstrate understanding of assessment, moderation and its application to support consistent
and comparable judgements of student learning.
5.3, 5.4 & 5.5 Knowledge 1, 2
This assignment is worth 30% of the assessment for specific language enrolment.
Description You will be given a sample Text Production Task from the SACE website.
Step 1: Individually with no consultation with others you will assess the task using the Performance standards Ideas and Expression and provide detailed written feedback to the student giving reasons for your decisions.
Step 2: You will take part in a moderation activity with other members of your specific language group. You will compare your assessment decisions with others in the group and discuss differences in marking and the reasons for those differences. You will try to come to an agreement with the group about the grade for the student if possible.
Step 3: You will submit your task with your feedback to students giving reasons for your decisions.
You will write a reflection of 300 words describing your thoughts and experiences about marking this piece of work and reflecting on the process of comparing your marking with that of the group. Explain why or why not you were able to come to an agreement about the piece.
Guidelines for Preparation Your moderation task and reflection will be submitted via Turnitin.
Assessment Criteria Rubric can be found on My Uni / Languages C&M B/ Course Information/ Assignments Assessment Criteria Rubrics
ASSIGNMENT 2: Unit plan and assessment tasks Assessment will be part group and part individual.
Course Learning Outcomes APST AQF 7/8 GA
Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 & 3.2 Skills 2,3,5 3
Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers 6.3 Knowledge, Skills & Application 3,4,8 7
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 SACE, AC, IB. 5.1,5.2,5.5 Knowledge, Skill & Application 1,4,5
This assignment is worth 40%
Description and steps
Choose a class (8-10) that you taught in either your first or second prac.
Based on a unit your taught, write or adapt a unit plan for a 5 week unit of work. Describe your school context (number of lessons a week, length) and your learners (class size 1st, background, 2nd language learners, students with special needs etc.)
Include the overview and the AC sub strands covered in the major assessment task as for assignment 2 last semester.
Adapt or create a major assessment task incorporating 3 of the following: assessment of the intercultural, use of IT, HOTS, an authentic task, choice, differentiation. Include 2 formative assessment activities but do not write the lesson sequence as for previous task.
Create a rubric for your major task, a task sheet specifying the conditions under which the task will be conducted ( in class test, with/without dictionaries, drafting allowed, length, use of ICT etc)2 model answers, one at an A level and one at a C level. Write the lesson plan for 20 minutes of the lesson in which you introduce the task to the class.
Present a short 5 minute oral to our class explaining your class, your task and how it meets the requirements above.
During weeks 5 and 6 you will have planning time during the seminars.
Assessment Criteria Rubric can be found on My Uni / Languages C&M B/ Course Information/ Assignments Assessment Criteria Rubrics
ASSIGNMENT 3:FOLDER OF WORK 30%
Course Learning Outcomes APST AQF 7/ 8 GA 1
Assemble a range of subject-appropriate resources, including online, that engage a diversity
of students in their learning.
2.6 & 3.4 Application 2, 4, 5, 8 6
Identify and interpret student learning needs and design learning strategies so as to
respond to student diversity.
5.1 & 5.2 Skill & Application 1, 2, 3, 4, 8
To collect together relevant curriculum documents, hard copies of work done during the term and student reflection during the course to support students in their teaching experience and to provide mentor teachers with an understanding of student knowledge, skills and understandings.
The folder will contain the following documents collected during the course of the term, where appropriate for the particular language:
250 word report on assessment materials collected on prac (either 1st or 2nd prac)
A previous SACE exam paper
A Tic-Tac-Toe activity
A task sheet and rubric for a 3-5 minute one on one oral with a 8-10 class.
(A short report on the implementation of this task with a small group (5 students) if the opportunity presents itself in second prac.)
Items collected from at least 1 of your pracs as below.
Item Collected 1. Semester 1 assessment plan – if the teacher has one. 2. Unit plan of the unit of work that your class was doing before you arrived. Unit plan of the unit of work the students are currently doing. 3. A description of a recently completed major assessment task 4. The task sheet for that task. (Usually contains a description of the task with the due date, conditions under which the task is undertaken, eg in class test with or without paper or electronic dictionaries, time allowed, etc . Stage 1 and 2 classes will definitely be given these, 8-10 classes may or may not. 5. A rubric if available 6. Some examples of student work with teacher feedback photocopied with the student names removed 7. Items 2 – 6 for a major assessment task that you are responsible for in your prac. If you don’t have the opportunity to give a major task then do it for a formative task. 8. Examples of end of term reports sent home to parents with student names removed if you are allowed access to them.
SubmissionAssignment 1 is to be submitted to the course coordinator in Week 6
Assignment 2 is to be submitted in Week 8
Assignment 3 is also to be submitted in Week 8
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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.
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.