#	Course Learning Outcomes	APST	GA Arts	GA Uni
1	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.1, 2.6 & 3.4, 4.5	1, 2	1, 2
2	Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	2.1, 3.2, 3.3, 4.5	2, 3	2, 3
3	Demonstrate broad knowledge of appropriate strategies that can be used to evaluate teaching programs to improve student learning.	3.6, 5.4	3, 4, 6	3, 4, 6
4	Identify and interpret student learning needs and design learning strategies to respond to student diversity.	5.1, 5.2	2, 3, 5	2, 3, 5
5	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, SACE, AC and IB.	5.1, 5.2, 5.5, 7.2	2, 3, 5	2, 3, 5
6	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
7	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
8	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
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/

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


Churchill, R., Ferguson, P. et al. (2016) Teaching: Making a Difference, 3rd ed.,Wiley, Milton. (Note 2nd 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 course outline under Learning Resources.

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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

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

• 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.

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.

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.

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 

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 

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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. 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, behaviour management within a supportive classroom environment. This will be contextualised for teaching your subject specialisation in workshops. Seminars and workshops will be 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 as well as requiring independent study outside of scheduled contact hours.

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. This will be contextualised for teaching your subject specialisation in workshops. Seminars and workshops will be 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 as well as requiring independent study outside of scheduled contact hours.

Full time students will be enrolled in 2 Curriculum and Methodology courses concurrently – one in each of 2 subject specialisation areas – each one 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
Curriculum Frameworks: SACE curriculum and quality assurance Australian Curriculum International Baccalaureate Using Curriculum frameworks to inform planning and practice	3.2, 3.3, 3.4, 3.5, 3.6	1, 2, 3, 8
ICT Integration Using ICT effectively for teaching, learning and assessment	2.6, 3.4, 4.5	1, 2, 7
Planning learning: Underlying priciples 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, 2.6, 3.2, 3.3, 3.4, 3.5, 3.6, 4.2	1, 2, 3, 8
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, 5.1, 5.2, 5.3, 5.5	2, 3, 4, 5,6, 7, 8
Measuring and reporting on achievement: Benchmarking and Moderation Marking and justifying professional judgement Recording Evidence and Reporting International and National testing and benchmarks-PISA,TIMMS, NAPLAN	5.3, 5.4, 5.5, 7.4	5, 6, 7

These topics will be explored in the context of 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, 3.3, 3.6,  4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	2, 3, 4, 5, 8
Portfolio	Summative	40%	2.1, 2.6, 3.3, 3.4, 3.6, 5.3, 5.4, 5.5, 7.1, 7.3, 7.4	1, 2, 3, 5, 6
Differential Learning Strategies Task	Summative	30%	2.1, 3.4, 3.5, 3.6, 4.2, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	1, 2, 3, 4, 5, 7, 8
Attendance		10%	2.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	2, 7

Attendance at all Curriculum & Methodology lectures/workshops are compulsory adhering to the following 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/ ; Downloaded 30/1/2018).

Criteria for Assessment, Portfolio and Differentiated Learning Strategies tasks include:

• Evidence of understanding of Australian Curriculum and SACE Curriculum requirements and guidelines for the subject matter
• Evidence of knowledge and understanding of APST standards regarding assessment and learning, and differentiated learning
• Evidence that resources have been selected for year level, subject matter and learning needs appropriateness
• Evidence of critical analysis, evaluation and reflection in selection of resources
• Folio includes resources for use with various year levels, various topics and various learner needs
• Evidence of understanding of the relationship between learning outcomes, learning activities and assessment
• Evidence of understanding of concepts of and purposes for formative and summative assessment
• Appropriate reference to the Principles of Assessment (Valid, Reliable, Flexible, Fair) and the Principles of Evidence (Valid, Reliable, Authentic, Sufficient)
• Evidence of understanding of moderation and benchmarking processes and their purpose
• Topic, learning activities and resources appropriate for the year level
• Learning activities and resources enable appropriate differentiated learning for a range of learning needs
• Learning Outcomes, Learning Activities and Assessment are in alignment

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 student will undertake activities in and in preparation for class in a timely and constructive manner.