EDUC 4519B - English Curriculum & Methodology B (UG)

Course Details

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
Available for Study Abroad and Exchange	N
Prerequisites	Pass in 4 courses of English literature
Restrictions	Available to B Teaching students only

Course Staff

Course Coordinator: Ms Alison-Jane Hunter

Alison-Jane Hunter
School of Mechanical Engineering 324j
The University of Adelaide
Ph: +61 416 767 893
Email: alison-jane.hunter@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

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/

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

Required Resources

Alison-Jane Hunter (2014) All New Great Ideas for the Middle School Classroom SAETA Norwood

Recommended Resources

Access to http://www.sace.sa.edu.au/web/english/ and other websites.

Online Learning

Students will be advised via MyUni as to the requirements.
The first assignment is online,via the discussion board.

Learning & Teaching Modes

There 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.

Workload

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)
APST	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.
APST	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
Week 3	www.australiancurriculum.edu.au/English/Curriculum/F-10 www.clemson.edu/.../Blooms%20Taxonomy%20Action%20Verbs.pdf	1) Question and task setting to match Assessment in 8-10. 2) Report writing: 8-10.
APST	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
Week 4	A Bibliography will be shared in class. Assignment 1: 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
APST	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.
APST	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
APST	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
Week 7	Playing with tasks. Assessment 2 due in class in Week 7 A. .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. B. · 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.
APST	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.
APST	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 Requirements

There 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 Summary

The two tasks are mandatory.
Attendance will cover 10% of the course mark. Learning Outcomes 1
Assignment 1 is worth 30%. Learning Outcomes 9, 11, 12
Assignment 2is worth 60%. Learning Outcomes 3, 4, 9, 10, 12
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.

A.
· 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.

B.
· 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
automatically fail.
· 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 Requirements

Attendance 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 Detail

For 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.

Submission

Assignment 1 is due in class in Week 4

Assignment 2 is due in class in Week 7

Course Grading

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.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator