EDUC 4521A - German Curriculum & Methodology A (UG)

North Terrace Campus - Semester 1 - 2016

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.

  • General Course Information
    Course Details
    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
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of German language
    Restrictions Available to B Teaching students only
    Course Staff

    Course Coordinator: Kathryn Purvis

    Kathy 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
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On Successful completion of this course student will be able:

    Course Learning Outcomes


    GA Arts
    GA Uni
    Both Semesters
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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

    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
  • Learning Resources
    Required Resources

    Students will be required to access locally relevant curriculum documents. Links to relevant curriculum documents on the web are provided below.

    Languages Policy

    Intercultural Language Learning

    Curriculum Frameworks

    National curriculum reports and professional learning projects

    Recommended Resources
    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.
    Online Learning

    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.

    Other curriculum

  • 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.

    First semester workshops will also look at planning with reference to SACE and Australian Curriculum

    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
    Seminar Series
    Semester 1 Tuesday 4-6pm APST Standards
    Week 1 Program and course structure
    Observing the teaching process
    Who are we as language teachers?
    Introduction to the SACE website
    Starting a text analysis task and work folder
    2.1-2.3 3.1-3.6
    Week 2 Feedback on observation report
    Introduction to Australian Curriculum
    3.1-3.6 2.4,3.4
    Week 3 Australian Curriculum continued: Underlying concepts
    Intercultural understanding. Authentic texts and tasks
    Working with textbooks
    Week 4 Pedagogy
    How do students learn?
    Teacher/student interaction
    How do you engage students?
    Differentiation and choice
    Designing an assessment task and unit of work
    2.1-2.3 3.1-3.4
    Week 5  The “nitty gritty” of classroom practice
    Lesson planning for managing behaviour
    Lesson planning for inclusivity and student wellbeing
    Tie management, beginning and ending the lesson
    Writing a unit of work
    1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5.
    Week 6 Group Planning 6.1-6.4
    Week 7
    Unit plan,lesson plans Task 2 Due
    Group Presentations: 6.1-6.4
    Week 8
    Folder Task 3 due
    Discussion and feedback from lessons Informal discussion of placements 6.3,7.4
    Specific Course Requirements

    Students 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, design questions, answer them and then report back to the class on their experience.

    For Assignment 2 they will work together to design an assessment task, a unit plan and a sequence of 4 lessons to cover a week’s teaching.

    Small Group Discovery Experience

    Students 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, design questions, answer them and then report back to the class on their experience.

    For Assignment 2 they will work together to design an assessment task, a unit plan and a sequence of 4 lessons to cover a week’s teaching.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Assignment 1 Course Learning Outcomes 2,3 and 4 & APST 2-3 - 30%
    Stage 1 Text Analysis task and reflection
    Due date: Week 3, Tuesday. Assessment is part group and part individual.

    Assignment 2 Course Learning Outcomes 2,3,4,5 & APST 1-7 - 40%
    Year 8 Unit plan based on Australian Curriculum, lesson sequence for 1 week and 1 lesson plan in detail for class presentation
    Due Date: Week 7, Tuesday
    Assessment is part group and part individual.

    Assignment 3 Course Learning Outcomes 1,2,3,4,5 & APST 1-7
    Create a folder of work to contain specified documents 20%
    Due date: Tuesday Week 7 (Final reflection to be emailed after Week 7 lesson)

    Assessment Related Requirements
    Attendance at seminars is compulsory (10% for attendance) Please email in advance if unable to attend explaining reason.
    Assessment Detail

    ASSIGNMENT 1 STAGE 1 TEXT ANALYSIS This assignment addresses the following graduate attributes in its assessment: 1,2,3,4,and APST: 2,3,
    Learning Outcomes
    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 30% of the assessment for specific language enrolment.

    Description Your group of 2 of 3 is required to source a text, preferably an authentic text suitable for text analysis at Stage 1 level in
    your language. More than 1 text can be used for comparative purposes. Your group will work together to provide a translation of your text into English and 5 questions in English which will allow the gathering of evidence against the Interpretation and Reflection strand of the Performance Standards of the relevant SACE curriculum. Individually each member of the group will answer the questions and then work collaboratively with the other group members to assess the answers against the performance standards.

    Each group member will then write an individual reflection on the choice of text and the questions. How might you change the text and/or the questions in future to better meet the requirements of the standards? A summary of your findings will be presented to the class in Week 3.

    Guidelines for Preparation

    Your text analysis task, individually completed answers and 200 word reflection to be submitted to the lecturer.

    Suggested Process for Preparation:
    1)Read the performance standard Interpretation and Reflection carefully
    2)Select a text / texts, authentic if possible
    3)Adjust the text to suit the level of the students by adding vocabulary support etc
    4) Design your set of questions referring closely to the standard.
    5) Complete your own answers
    6) Mark your answers collaboratively and discuss any issues that arise
    7) Individually write your 200 word reflection
    8) Together present your findings to the class (10 mins)

    Timeline Weeks
    1 and 2: Introduction to SACE and text analysis. Some planning time will be given to groups during these seminars. Week 3 : group presentation. Work submitted to lecturer.
    Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

    ASSIGNMENT 2: Unit plan and lesson plans

    This assignment addresses the following graduate attributes in its assessment: 1, 2, 3, 4, and APST: 1,2,3,4,5,6,7. Assessment will be part group and part individual.

    Learning outcomes

    This assignment aims to develop:
    Planning skills with Australian Curriculum
    Collaborative skills
    Methodology for scaffolding student learning
    Planning for classroom engagement and behaviour management strategies
    This assignment is worth 40%

    Students will be presented with the following scenario:

    You have arrived at your teaching practice school at the beginning of Term 2. You are asked to design an assessment task for your Year 8 class and to teach that class for a week.

    You are told that your class contains 1 aboriginal student, a student with dyslexia and 2 students who are a behaviour problem in a group of 25 students. The class has 4 x 50 minute lessons a week, arranged as 2 single lessons and 1 double lesson.

    Your task is to

    With a group of 2 or 3 other students if possible choose a relevant topic and design an assessment task that will allow you to gather evidence against at least 1 sub strand of Communication strand of Australian Curriculum in your language and 1 sub strand of the Understanding strand. Work with a group of 2 or 3 other people.

    Write a unit plan for the topic preparing students to complete the task using the unit plan proforma supplied.

    Write a sequence of lesson plans to cover 1 week of work. Use proforma provided.

    Individually select one lesson to write a detailed lesson plan.

    Each group member will prepare a different lesson. Provide a commentary explaining how your lesson plan takes account of your class.
    situation and aspects of pedagogy discussed.

    With your group, choose 1 lesson and present 20 minutes of it collaboratively to the class.

    Suggested process for Preparation

    Select a topic suitable for Term 2 for your language

    Decide on an assessment task. Think about Australian Curriculum, differentiation, higher order thinking skills, provision of choice in your task design. Decide on the sub strands your task will assess.

    Gather your resources and write your unit plan according to the proforma.

    Choose a week block from your plan to develop in more detail and write your lesson plans, making clear what the aim of each lesson is and what outcome is to be achieved.

    Individually choose a lesson to write a more detailed lesson plan. Include handouts to students, visuals, internet resources etc.

    Check with the other members of your group so that your individual lessons provide reinforcement of previous work taught and continuity.

    As a group choose 1 lesson and deliver 20 mins of it to class..

    Time line

    Weeks 4,5 and 6 introduction to lesson planning and unit planning and methodology.

    Planning time will be given during the seminars.

    Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics


    The folder of work addresses the following graduate attributes in its assessment:1,2,3,4,5 and APST: 1-7


    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:
    SACE documents
    Subject outline pp1-18 (Stage 1) plus language specific information for their subject (from p.40)

    Learning and Assessment Plan pro forma

    A sample LAP

    A previous exam paper

    *A 200 word reflection on who they are as a teacher

    An observation report on 2 lessons (250 words each)

    The Australian Professional Standards for Teachers graduate level

    Australian Curriculum document showing elaborations relevant to their language (if one exists)

    *A review of a language textbook (if there are any for your language)

    Your text analysis task and reflection

    Unit plan, lesson sequence and individual lesson

    *A reflection on your experience of doing Assignment 2.

    *These tasks are not covered in Assignment 1 and 2.
    Assessment criteria
    All required documents included in folder
    Reflection and expression for items asterisked

    Assesment Criteria Rubric: Please refer to MyUni/Languages Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics


    Assignment 1 is to be submitted to the course coordinator in Week 3

    Assignment 2 is to be submitted in Week 7

    Assignment 3 is also to be submitted in Week 7 (with one task emailed by Friday)

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.