EDUC 4521A - German Curriculum & Methodology A (UG)
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code EDUC 4521A Course German 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 Prerequisites Pass in 6 courses of German 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 Judith Thomas
Judith works as a part time lecturer and is generally in the office from Monday to 1pm and all day Wednesdays and Thursdays. She will be available to talk to students Wednesdays 11-12. Alternatively you can email her your queries or request a consultation time.
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, ph 8313 3784. Email firstname.lastname@example.org
The full timetable of all activities for this course can be accessed from Course Planner.Semester Series
Semester 1 Wednesday 4-6pm AITSL Standards incorporated
Week 1 · Languages Education in SA · Language learning theories · Examining identity through languages, · Establish groups for presentations, Lesson Planning & Text Types 1.1-1.6 2.1-2.6 3.1-3.6
Week 2 Group Presentations:Planning 3.1-3.6
Week 3 · National statements and developments in language learning · SACSA Framework for Languages, Short term unit planning 2.1-2.6 4.1-4.5 220.127.116.11
Week 4 The Language Curriculum: The SACE[in-depth study/investigation, text analysis, performance standards, writing a LAP] 3.1-3.6 4.1-4.5 18.104.22.168
Week 5 Group Presentations: Planning 1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5.
Week 6 Group Presentations: Planning 6.1-6.4 7.1, 7.2.
Week 7 Text Analysis Task 1 Due
Group Presentations: Year 8 Text Analysis 6.1-6.4 7.1-7.2
Week 8 Games in the Classroom/Preparation for Teaching Practice: Resources & Texts 1.1-1.6,2.1-2.6, 3.1-3.7 4.1- 4.5,5.1-5.5, 6.1-6.4
Course Learning Outcomes
1 Through workshops: Students will explore beliefs and experiences of language learning in shaping their identities as language learners 2 Through workshops; Students will examine curriculum for teaching language in middle and senior years 3 Through workshops: Students will analyse and critique teaching strategies for effective language learning 4 Through assignments: Students will collaborate with peers to practice teaching strategies 5 Through assignments: Students will design a series of lessons structured around an authentic text
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. 2,4,5 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,3,4,5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,3,4,5 Skills of a high order in interpersonal understanding, teamwork and communication. 1,3,4 A proficiency in the appropriate use of contemporary technologies. 2,4,5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,3,4,5 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,3,4
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
- 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
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. $59.95An 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 learningWing Jan, Lesley. 2009, Write Ways: Modelling Writing Forms. Oxford University Press, Melbourne. $59.95A 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 CAL 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. During these first weeks the course will focus on lesson planning with opportunity for practice through group presentations of a text type. The group presentation will support students in working toward the major individual assessment piece for this course.
First semester workshops will also look at unit planning with reference to current curriculum documents. Semester two workshops will examine assessment, SACE curriculum, whole school language Planning, Resources and Reporting.
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
No information currently available.
Specific Course Requirements
Students will be required to arrange times outside of workshops to meet with their group to prepare group presentations for Assignment 1.
Small Group Discovery ExperienceStudents will be required to work in small groups as Discovery Experience for both Assignments 1 & 2.
They will explore the concepts of Text Analysis; collaborate meaningfully to choose an appropriate Text and then further decide on the most appropriate group presentation of a Text for Year 8 for Assignment 1.
They will also collaborate in small groups online to understand; engage; reflect and express their individual viewpoints and perspectives for 4 topics for Assignment 2.
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 Objective D & AITSL Standards 1-7 - 50%
Group presentation: Year 8 Text Analysis Due Week 7: Wednesday
Assignment 2 Course Learning Objectives A,B,C & AITSL Standards 1-7 - 40%
Online Discussion of four fortnightly set topics based on key educational issues. Assessment is individual.
Due Date: Week 8, Wednesday. Topics Set Fortnightly: Weeks 2, 4, 6, 8 each semester
Assessment Related RequirementsAttendance at seminars is compulsory (10% for attendance)
ASSIGNMENT 1-GROUP PRESENTATION
YEAR 8 TEXT ANALYSIS This assignment addresses the following graduate attributes in its assessment: 1,4,7,8,9 and AITSL Standards: 1,2,3,4,5,6,7.
This assignment aims to develop:
1) Collaborative skills
2) Classroom engagement strategies
3) Ability to analyse texts
4) Methodology for teaching about texts
This assignment is worth 50% of the assessment for specific language enrolment. It is an opportunity to work collegially in preparation for the final individual assignment for the course which is also worth 50%.
Your group of 2 of 3 will be allocated a text type (eg recount, procedure, argument) to present to a mock Year 8 class. Your group is required to find an authentic example of this text type in German. More than one text may be used for comparative purposes although the intended audience (Year 8) and time constraints should be kept in mind when deciding how complex to make your lesson. Hint: If in doubt, keep it simple but have back up/extension material ready.
Your group will work together to develop a teaching and learning process on the given text type. The lesson will be presented to a mock Year 8 class (your friendly Language pre-service teacher peer group!).
By the end of the lesson, your ‘Year 8’ students should:
- Know the features of the text type
- Be able to apply this knowledge within a given context
Guidelines for Preparation
Your lesson should last for 20-30 minutes.
Use a lesson plan proforma.*
All group members should participate in the lesson delivery.
Visuals, handouts and use of supplementary resources are encouraged.
*Written group lesson plan to be submitted to lecturer prior to presentation.
Suggested Process for Preparation:
1) Select a text / texts
2) Identify and record text features. Ensure your group is in agreement or that you are clear on reasons for any differences!
3) Brainstorm ideas for presenting text.
4) Design a teaching and learning process.
5) Decide who will present which parts of the lesson. Allocate preparation tasks ( eg info for whiteboard, OHPs or slides, supplementary resources, handouts)
6) Rehearse! ( Or at least talk it through together and practice your parts individually at home)
Weeks 1, 2 and 3: Introduction to lesson planning and text analysis. Some planning time will be given to groups during these seminarExtremely well prepared group presentation demonstrating an effective working relationships.
Week 7 : Lesson presentation ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
is worth 25% of total
Less than 50%
Preparation and organization
Extremely well prepared group presentation demonstrating an effective working relationship Well organized presentation showing effective collaboration between group members Clear communication between group members in defining parts for presentation Some collaboration evident in assigning tasks to group members Little or no evidence of collaboration or preparation Text selection and lesson delivery
Creative and highly engaging presentation using a variety of techniques to interact with learners within a sound curriculum context Creative and engaging lesson that involves students. Text clearly connects to learner context Clear delivery of lesson that is well structured and timed around an authentic text that reflects learner interests. Most parts of lesson clearly presented with some attempt to involve students. Appropriate text selected Lesson hard to follow and understand. Selected text not appropriate. Text type and features Knowledge and understanding Sound understanding of text features with reference to broader linguistic contexts All features defined and described within the selected text context All features clearly identified and defined within the selected text context Most features identified in relation to the selected text. Features incorrectly or not identified Process of teaching and learning
Use of creative language activities that focus on student engagement with the text type Clear sequence of exercises and activities that encourage critical thinking about text type. Clear sequence of exercises and activities that enhance understanding of text type
Exercises and/or activities that focus on knowledge of text elements.
Presentation limited to information transmission
ASSIGNMENT 2: GROUP ONLINE DISCUSSION ASSIGNMENT
This online discussion assignment addresses the following graduate attributes in its assessment: 1, 2, 3, 4, 5, 6,7 ,8, 9 and AITSL Standards: 1,2,3,4,5,6,7. Assessment will be individual.
Purpose To reflect on and discuss key educational issues with peers.
Description Students will be allocated to a group of 5-6 people with whom you work with online discussions during each semester . Your group will need a name so that you can identify yourselves quickly when logging on to your online group.
· Discussion topics will be posted on Monday of fortnights 2, 4, 6, and 8 of each semester.
· You are required to participate in each of the online discussion topics. If you miss a week, you can go back and do it at another time. You can set up a new conversation at any time if you want to discuss something else with your peers related to your school experience.
· No one else outside of your group has access to your group discussion except for the Course
ASSESSMENT CRITERIA: Assignment 2
· Addresses each of the four fortnightly set topics in full to show understanding
· Content of contributions: connect points soundly so that text flows in logical manner
· Responses to others: respond thoughtfully and critically with supporting evidence
· Expression Mark/10 for each contribution and overall 40% weighting.
Distinction Credit Pass Fail Understanding Thorough
No evidence of
Good evidence of
No evidence of
Limited reflection No evidence of
Good skills Adequate skills Rudimentary
Assignment 1 is to be submitted to the course coordinator immediately prior to your scheduled group presentation. Resources should be posted on MyUni the same day.
Assignment 2 is an Online Discussion of Fortnightly Topics. Please refer to your program handbook for further details.
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.