EDUC 4537B - Vietnamese Curriculum & Methodology B (UG)
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code EDUC 4537B Course Vietnamese 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 Prerequisites Pass in 6 courses of Vietnamese 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
The full timetable of all activities for this course can be accessed from Course Planner.
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
Required ResourcesStudents 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.
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
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 LearningStudents 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 ModesThe 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 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 RequirementsStudents will be required to plan ahead and visit ‘in the field’ for an excursion component required for Assignment 1(see pgs 10-11 ) on Monday August 12 in lieu of the usual scheduled tutorial.
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 SummaryAssignment 1 50% Course Learning Objective D & AITSL Standards 1-7.
Unit Plan, Lesson Plan, Excursion & Reflection
Assignment 2 20% Course Learning Objective E & AITSL Standards 1-7
Year 10 Language Text Analysis
Assignment 3 20% Course Learning Objectives A,B, C & AITSL Standards 1-7
Online Group Discussion of eight set topics based on key educational issues.
Assessment will be individual.
Weekly Topics Set: Weeks 1, 2, 3, 4, 5, 6, 7 and 8 of each semester.
Assessment Related RequirementsAttendance at seminars is compulsory(10%).
Assessment DetailPlease refer to assessment guidelines and criteria :Assignments Langs pgs 10-17.
Submission50% Unit Plan, 20% year 10 Language Text Analysis, 20% Individual Online Discussion of eight [weekly] set topics on key educational issues and.10% Attendance. Please refer to assignment guidelines and assessment criteria on pages 10-17.
Assignments 1 and 2 are to be submitted to Hub Reception on the dates due.
Assignment 3 is an Online Discussion of eight weekly set topics for each week of semester 2.
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
- LinkedIn Learning
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.