EDUC 4532B - Senior English Curriculum & Methodology B (UG)

North Terrace Campus - Semester 2 - 2015

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 4532B
    Course Senior 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 6 semesters of English literature courses
    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 Staff

    Course Coordinator: Ms Alison-Jane Hunter

    Coordinator: Alison-Jane Hunter
    Location: The School of Mechanical Engineering 324j
    Telephone: 0416 767 893
    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:

    APST     Standard

    AQF7/8 GA
    Semester Two

    Assemble a range of subject-appropriate resources, including online, that engage
    a diversity of students in their learning.
    2.6 & 3.4 Application 2, 4, 5, 8

    Develope a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 & 3.2 Skills 2,3,5

    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 Knowledge 1, 2, 6

    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 Skill & Application 1, 2, 3, 4, 8

    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 Knowledge, Skill & Application 1, 4, 5

    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 Knowledge 1,2

    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 Knowledge, Skills & Application 3,4,8

    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 Knowledge, Skills & Application 2,4

    Australian Professional Standards for Teachers (APST): 

    Australian Qualifications Framework (AQF): 

    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 3,4,5,6
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4,6,7
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2,4,7
    Skills of a high order in interpersonal understanding, teamwork and communication. 1,4,5,7,8
    A proficiency in the appropriate use of contemporary technologies. 1,2,5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,4,7
  • Learning Resources
    Required Resources
    Alison-Jane Hunter (2014) All New Great Ideas for the Middle School Classroom SAETA Norwood
    Recommended Resources
    Access to  and other websites.
    Online Learning
    Students will be advised viaMyUni as to the requirements. 

    The first assignment is online, via the discussion board.

  • Learning & Teaching Activities
    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

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    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
    Learning Activities Summary
    Week 1 Debrief from prac
    Think about strategies for developing content learning
    New SACE requirements for 2016/17
    Go through Assignments
    Using assessment to enhance student engagement and self-perception.
    Week 2 Focus on building lessons around assessment
    Focus on the differences between formative and summative assessment
    Using assessment to raise achievement
    For each of these discussions, we will work with real samples of assignments and build marking and review strategies together.
    Week 3 First Group of Oral PresentationsCreating and applying rubrics Question and task setting to match Assessment in 11-12.
    Week 4 Second Group of Oral PresentationsPractice marking session
    The importance of Pastoral Care in the mainstream classroom

    Assignment 1: Create a  Unit with all its parts, up to the assessment as per the Assignment powerpoint instructions
    Working with Gifted students: high concept learning.
    Working with disengaged students: accessible learning.
    Working with Double Exceptional students: increasing learning and engagement.
    Week 5 Third Group of Oral PresentationsKey markers: A+ and C-
    Week 6 Report Writing

    Assignment 2 due.  Essay on Assessment.  All details are on the Assessment powerpoint
    Pastoral Care reports
    Classroom/ subject reports
    Week 7 Playing with tasks.Varying assessment for the same task.Assessing real work Using a range of texts and creating a lively range of Units based on those units. 
    Focus on language based approaches.
    More Unit creation: using your ingenuity. 
    Focus on Poetry.
    Week 8 Creating LAP Plans in the light of this semester’s learning Online task for bonus marks: create a 300 character report for a student in your class.Share on the discussion board for peer and tutor review
    Textbook:  All New Great Ideas for the Middle School Classroom.
    Specific Course Requirements
    There are no other anticipated requirements
  • 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
    The two tasks are mandatory.  Attendance will cover 10% of the course mark, Assignment 1 is worth 30%.  Assignment 2 is worth 60%.  See: Assessment for Coursework Programs policy
    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
    Please see the Powerpoint on Assignments on MyUni
    Assignment 1 is due as per the Oral Timetable in the Assignments Powerpoint
    Assignment 2 is due by email on the Monday of Week 6, or before.
    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.