EDUC 4526B - Italian Curriculum & Methodology B (UG)
North Terrace Campus - Quadmester 2 - 2019
General Course Information
Course Code EDUC 4526B Course Italian Curriculum & Methodology B (UG) Coordinating Unit School of Education Term Quadmester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week. Available for Study Abroad and Exchange N Prerequisites EDUC 4526A Restrictions Available to BTeach students only Course Description The focus of this course and its prerequisite Curriculum and Methodology A is learning and teaching theory and its application in practice for teaching. This includes planning, developing and assessing learning for diverse student cohorts in line with the Australian and SACE Curriculum requirements in this subject specialisation.
Course Coordinator: Dr Brendan Bentley
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
Course Learning Outcomes
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):
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 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, 4, 5, 6 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
2, 3, 4, 5, 6, 8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
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, 5, 6, 8 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
Required ResourcesRESOURCES: 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.
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
- 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
- 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
- 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
• 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.
Learning & Teaching Activities
Learning & Teaching ModesThe 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.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.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.
Learning Activities Summary
Related Curriculum and Methodology Core Topics to be covered
- 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
- Using ICT effectively for teaching, learning and assessment
2.6, 3.4, 4.5 1, 2, 7
- 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 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
Details of specific dates, times and locations for the subject specialisation workshops will be provided on MyUni.
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 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
Assessment Related RequirementsAttendance at all Curriculum & Methodology lectures/workshops are compulsory adhering to the following university
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).
Assessment DetailCriteria 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
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.
No information currently available.
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.
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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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