EDUC 4527A - Japanese Curriculum & Methodology A (UG)
North Terrace Campus - Quadmester 1 - 2017
General Course Information
Course Code EDUC 4527A Course Japanese Curriculum & Methodology A (UG) Coordinating Unit School of Education Term Quadmester 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 Japanese language 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: Kathryn PurvisKathy 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.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of the Curriculum and Methodolgy course each student will be able to:
Course Learning Outcomes APST GA ARTS GA UNI 1 Demonstrate deep knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area 2.1 1,2 1,2 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 3 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 4 Integrate relevant research and theory to develop a broad repertoire of subject appropriate teaching and learning strategies, including the use of ICT 3.3, 7 2 2 5 Assemble relevant and appropriate sources of professional learning for teachers including professional associations 6.2,6.3 4, 6 4, 6 6 Demonstrate a commitment ot work ethically and collaboratively so as to meet the professional expectations required of teachers 3.2, 6.3, 7.1, 7.2, 7.3, 7.4 6 6 7 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)
1,3 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
1,2,3,4 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
7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5 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
7 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
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
Recommended ResourcesEmmitt, 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.
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
- 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 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, 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 MyUni site will be the primary site through which course materials and information will be shared, both for the common core seminars and subject specialisation workshops. As a minimum the MyUni site will contain:
• 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 topicsMyUni 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 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 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 (Both Monday 11am-1pm & Monday 2-4pm).
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
Principles of learning and teaching
- Conceptual frameworks underpinning
- SACE curriculum and quality assurance
- Australian Curriculum
- International Baccalaureate
- Using Curriculum frameworks to inform planning and practice
- Using ICT effectively for teaching, learning and assessment
1.5, 2.1, 2.6, 3.4, 4.5 3,4
- Underlying principles 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
1.2, 1.5, 2, 3, 4.1, 4.4, 4.5 1, 2, 3, 4, 5, 7
- 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
1.2, 3.3, 4.1, 5 2,3,4
Research as Learning:
- MELT research skills framework
- Research Project and Personal Learning Plans
1.2, 3.3, 4.1 4
- Who are they and what role do they play?
- Working with parents and carers
- Students as partners
1, 3.7, 4.1, 7.1, 7.2, 7.3 6,7
Details of specific dates, times and locations for the Subject Specialisation workshops will be provided on MyUni.
LEARNING RESOURCES: For the Common Curriculum and Methodology Core seminars the textbooks are:
Teaching: Making a Difference
Rick Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. Nagel, K. Shaw2nd, 3rd or online edition are all acceptable
Assessment & Reporting: Celebrating Student Achievement
Brady, Laurie & Kennedy, Kerry 2012, , 4th edition, Pearson
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 couse outline under Learning Resourses.
The University's policy on Assessment for Coursework Programs is based on the following five principles:
1. Assessment must encourage and reinforce learning.
2. Assessment must measure achievement of the stated learning objectives.
3. Assessment must enable robust and fair judgements about student performance.
4. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
5. Assessment must maintain academic standards.
- Conceptual frameworks underpinning
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, 2.2, 2.3, 3.2, 3.5, 4.2, 5.5 1,2,7 Lesson Plan and Portfolio Summative 30% 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 3.5, 4.2, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 1, 2, 3, 4,5, 7 Unit Plan and Portfolio Summative 40% 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 3.5, 4.2, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 1, 2, 3, 4, 5, 7 Attendance 10% 2.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 1, 6, 4
Note: There may be additional formative assessment tasks required.
Criteria for Lesson Plan, Unit Plan and Portfolio tasks include:
• Sufficient number of resources - as a guide no less than 30, no more than 100
• 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
• Evidence of understanding of Australian Curriculum and SACE Curriculum requirements and guidelines for the subject matter
• Format of Unit Plan, including Lesson Plans, suitable for the subject matter and subject specialisation
• Learning activities and resources enable appropriate differentiated learning for a range of learning needs
• Timing, pace, order and structure of the Unit Plan and Lesson Plans is appropriate for the year level, differentiated learning needs and the subject matter
• Evidence of teaching and organisational strategies that will support student engagement and effective classroom management
• Learning Outcomes, Learning Activities and Assessment are in alignment
• Contains all relevant and necessary information to enable effective implementation for pre-service teacher
• Evidence of knowledge and understanding of APST standards regarding assessment and learning
Criteria for Assessment tasks include:
• 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
• Evidence of knowledge and understanding of standards of learning required by Australian Curriculum and SACE curriculum, and if relevant other criteria
• Evidence of knowledge and undrstanding of APST standars regarding assessment and learning
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 students 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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