EDUC 4519B - English Curriculum & Methodology B (UG)
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code EDUC 4519B Course English 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 Prerequisites Pass in 4 courses of English literature 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: Ms Alison-Jane Hunter
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesCOURSE Learning Objectives
By the end of this course, students should be able to
1. Engage with the AC:E course requirements and
2. Create units of study from the set criteria.
3. Draw on a variety of curriculum documents and
4. Create coherent, purposeful and informed units of inquiry for a variety of texts for
AITSL GRADUATE LEVEL STANDARDS Domain: Professional Knowledge Focus Standard 1 Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs across the full range of abilities
Strategies to support full participation of
students with disability
1.6 Strategies to support full participation of students with disability.
Standard 2 Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology
Professional Practice Focus Standard 3
Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
Create and maintain supportive and safe learning
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Standard 5 Assess, provide feedback and report on student learning 5.1 Assess student learning
5.2 Provide feedback to students and their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Professional Engagement Focus Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve
Standard 7 Engage professionally with colleagues, parents/careres and the community 7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks
and broader communities
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. All The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3,4 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2 Skills of a high order in interpersonal understanding, teamwork and communication. Integral to Program A proficiency in the appropriate use of contemporary technologies. Integral to Program A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. NA A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. Integral to Program-teacher leadership An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 4
Required ResourcesAlison-Jane Hunter (2014) All New Great Ideas for the Middle School Classroom SAETA Norwood
Recommended ResourcesAccess to http://www.sace.sa.edu.au/web/english/ and other websites.
Online LearningStudents will be advised via MyUni as to the requirements.
The first assignment is online,via the discussion board.
Learning & Teaching Activities
Learning & Teaching ModesThere will be a 1 x 120 minute workshop for per week for this course. Students are expected to engage with MyUni for some online components, lecture information and readings.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.There are 2 hours’ contact time for eight weeks in semester two. Students should expect that an additional 6 - 7 hours will be required for preparation. At the peak time of assessment, students can
expect an increased time commitment.
Learning Activities Summary
Schedule Week 1
Please find and bring with you ideas about two key approaches you think will make a difference in the classroom which focus on assessment. Be prepared to outline and discuss these ideas.
1) Introduction to assessment: formative and summative marking.
2) Using assessment to enhance student engagement and self-perception
( Please Note that ICT strategies are integral to each element in this program)
AITSL 5.1, 5.2, 5.3, 5.5, 6.4, 7.1, 7.2, 7.3
1) 1.1, 1.2, 1.3, 1.4, 1.6
2) 2.5, 3.7, 5.1, 5.2, 5.3, 5.5
Week 2 www.australiancurriculum.edu.au/English/Curriculum/F-10 1) Middle School Assessment. Using assessment to raise achievement.
2) Working with EAL students: using assessment to raise achievement
3) For each of these discussions, we will work with real samples of assignments and build marking and review strategies together.
AITSL 5.1, 5.2, 5.3, 5.4, 5.5, 6.4, 7.1, 7.2, 7.3 1) 4.1, 5.3, 5.4, 5.5
2) 2.3, 2.5, 3.2
1) Question and task setting to match Assessment in 8-10.
2) Report writing: 8-10.
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7
1) 2.4, 1.3, 3.4, 4.1
2) 2.2, 3.3, 3.4
A Bibliography will be shared in class.
Create a fully articulated Unit for a year level you did not cover in Semester 1, including a rubric for the assessment(s). If you tackled a literature based Unit last semester, please tackle a language based Unit this time and vice versa.
Due in class in Week 4.
1) Working with Gifted students: high concept learning.
Working with disengaged students: accessible learning.
2) Working with Double Exceptional students: increasing learning and engagement
AITSL 4.1, 4.2, 4.3, 4.4, 4.5 1) 1.3, 1.5, 2.5, 3.3
2) 1.3, 2.1, 2.2
Week 5 The importance of Pastoral Care in the mainstream classroom. 1) Nel Noddings’ work on relationships.
2) Getting students into the zone.
AITSL 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 6.4, 7.1, 7.2, 7.3 Week 6 Report Writing
1) Pastoral Care reports
2) Classroom/subject reports
AITSL 5.1, 5.2, 5.3, 5.4, 5.5, 6.4, 7.1, 7.2, 7.3
1) 1.3, 3.1, 3.4
2) 3.1, 3.4, 2.2
Playing with tasks.
Assessment 2 due in class in Week 7
.Select one sample piece of writing from 8-10 for formative assessment.
. Give a context for the piece of work and the student who has created it.
. Outline your marking rationales and criteria (no more than 750 words).
· Mark the sample writing according to your marking rationales and criteria.
· Create an 800 character report based on the marked piece of work. including contextfor the work, positive praise for learning gains and supportive guidance as to how the student can improve their skills.
Note: if you go over 800 characters, your report will automatically fail.
· Address the report to the student’s parent/guardian. Write objectively. Refer to thestudent by their formal name. Ensurethat you acknowledge and address any IEP the student may have.
Assignment 2 is to be submitted electronically throughMyUni.
1) Using a range of texts and creating a lively range of Units based on those units. Focus on language based approaches
2) More Unit creation: using your ingenuity. Focus on Poetry.
AITSL 2.1, 2.2, 2.3, 2.4, 2.4, 2.5, 2.6 Week 8 Looking at the SACE requirements. 1) How to make Year 10 a truly successful preparatory year.
2) Marking Year 10 work for ACARA and SACE requirements.
ATSIL 5.1, 5.2, 5.3, 5.4, 5.5 1) 2.3, 3.2, 3.3
Textbook: All New Great Ideas for the Middle School Classroom.
Specific Course RequirementsThere are no other anticipated requirements.
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.
Assessment SummaryThe two tasks are mandatory.
Attendance will cover 10% of the course mark,
Assignment 1 is worth 30%.
Assignment 2is worth 60%.
See: Assessment for CourseworkPrograms policy
Task 1: Unit Plan Rubric. / Unit plan rubric available on My Uni - Information/Task 1: Unit Plan Rubric
Due in class in Week 4
Prepare fully worked through work packs, including marking rubric totalling 2500-4000 words, in full prose.
Ensure you answer the set questions in detail. Further instructions are given below.
(*Note: Shaded area on rubric is worth 50% of total grade.) .
Task 2: Assessment and Reporting Rubric./ Assessment and reporting rubric on My Uni - Information/Tast 2: Assessment and Reporting Rubric
Assessment 2 due in class in Week 7.
· Select one sample piece of writing from 8-10 for formative assessment.
· Givea context for the piece of work and the student who has created it.
· Outlineyour marking rationales and criteria (no more than 750 words).
· Markthe sample writing according to your marking rationales and criteria.
· Create an 800 character report based on the marked piece of work. including context
for the work, positive praise for learning gains and supportive guidance as to
how the student can improve their skills.
Note: if you go over 800 characters, your report will
· Addressthe report to the student’s parent/guardian.
Write objectively. Refer to the student by their formal name. Ensure
that you acknowledge and address any IEP the student may have.
Assignment 2 is to be submitted electronically through MyUni
(*Note: Shaded area on rubric is worth 50% of total grade)
Assessment Related RequirementsAttendance at all classes on time is compulsory.
10% of the total course marks are allocated for attendance.
Assignment 1 is 40% of the total marks.
Assignment 2 is worth 50% of the total marks.
Assessment DetailFor Assignment 1:
Include an outline of the class, including details of any students with special needs and how you
intend to address those needs. Create details. Remember that units do not stand alone: you will need to outline the learning context, the location of the unit in the full year plan and what will follow and build on what you have taught in this unit. Give a list of resources required. Outline your rationale for text and task choices. Make sure you teach every element you wish your students to learn: the ideas, the form, the language, every element of the marking criteria.The best students will show how they will differentiate the plans for the top, middle and bottom of the class, even
if the major differentiation is through outcome. Show how your unit fits in with the ACARA
requirements and the ACARA outcomes for the exact year level you have chosen. Be creative, dedicated and detailed. Include work sheets, homework, tasks and as much of the teaching as you can. Use the four part lesson plan I will teach you in class. There are ideas for starters, developments, shared and individual writing, grammar and plenaries in the course book – get
to know it well. Remember the texts in there are the right level, so they are good ideas. Note that some are marked as particularly suitable for SHIP classes: if you’re going to attempt to prepare purely for a SHIP class, you should talk to me about how to do this effectively as there are
some strategies that work particularly well for these classes. Make sure you include the full unit and all teaching plans along with the marking rubric and criteria. Notice that I specifically require you to show how this unit will move the young people forward in their learning:
busywork has no place in the contemporary classroom. I will not count words: successful units
usually come in at about 6-12 pages, depending on the way you set them out. Length is not a guarantee of success but units which are only a couple of pages long rarely contain sufficient
detail to access the highest grades. Unit cover sheets are not essential but they do look professional. Again, do your best and seek help early. I am not sympathetic to late requests for
extensions. That said, you must tell me if you have a serious problem so I can help you work around it.
For Assignment 2:
Make sure you give a clear, concise context for the work, the class and the school. Your rubric must be clear and match the AC:E requirements. Your marking rationale must be student friendly, match the AC:E and articulate harmoniously with the task. The marked sample must show
evidence of your marking rationale in action.
Your report must be a maximum of 800 words, be helpful, honest, accurate and supportive.
SubmissionAssignment 1 is due in class in Week 4
Assignment 2 is due in class in Week 7
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.
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