EDUC 4540A - Psychology Curriculum & Methodology A (UG)
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code EDUC 4540A Course Psychology 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 Major in Psychology or equivalent Restrictions Available to B Teaching students only Course Description This course will introduce students to the year 11 and 12 SACE Curriculum in Psychology and discuss and develop appropriate learning methodologies and pedagogies for teaching it.
Course Coordinator: Ms Kate Cutts
University Senior College
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn Successful completion of this course student will be able:
Course Learning Outcomes
GA Arts GA Uni Both Semesters 1
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 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 3
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 4
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 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 6
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 7
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 8
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 9
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 10
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 11
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 12
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 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, 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
Required ResourcesSACE Psychology 2016 Subject Outline
Download from: https://www.sace.sa.edu.au/web/psychology/stage-2/planning-to-teach/subject-outline
- Carter, L. & Grivas, J. 2005. Psychology for South Australia Stage 1.
- Spencer, P. & Hartstone, M. 2007. Psychology for South Australia Stage 2.
- Whetham, P. & Day, A. (eds) 2003. Psychology Key Ideas Stage 2 Essentials Textbook. Second edition.
- Day, A., Whetham, P., & Whetham, L. 2004. Psychology Key Ideas Stage 1 Essentials Textbook.
- Bernstein, D. et al. (2011). Psychology 9e. Wadsworth
- Passer, M.W., and Smith, R.E. (2001). Psychology: Frontiers and Applications. McGraw Hill.
- Santrock, J.W. (2003). Psychology (7 th Ed.). McGraw Hill.
- Weiten, W. (2004). Psychology: Themes and Variations
- Myers, D.G. (2004). Psychology.
- Lintern, F., Williams, L., and Hill, A. (2003). Psychology AS for OCR.
Online LearningCourse materials available on MyUni: www.myuni.adelaide.edu.au
Learning & Teaching Activities
Learning & Teaching ModesWorkshop style on campus and online tutorials with extensive opportunities to view and discuss teaching methodology as it relates to SACE Psychology. Students will be exposed to multiple resources for their teaching programs so that they may individualise future teaching according to the needs and context of their students
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.There are 2 hours contact time for eight weeks in semester one.
Students should expect that an additional 2 - 3 hours will be required for preparation.
At the peak times of assessment, students can expect an increased time commitment.
In addition, students are required to observe lessons of up to 2 hours, which fall outside of tutorial times.
Learning Activities Summary
Schedule Week Topic Lecture Week 1 Tutorial timetable & assessment requirements SACE Psychology Subject Outline
What do you “observe” in a lesson? – Discussion board
Selection of topics for Topic Plan Booking Observation Lesson
Introduction to & structure of SACE Psychology Stages 1 & 2 Week 2 Observation Discussion Board Online Resources Week 3 Teaching methods/learning activities
Four levels of explanation of behaviour used in Psychology
Unit, Topic & Lesson planning Week 4 Lesson planning Lesson planning Week 5 Learning & Assessment Plans (LAP) Evidence of learning & Assessment Types Assessment Design Criteria & Performance Standards
Topic Plan (Planning & teaching)
Assessment Week 6 Observation reflection (Oral assessment) Observation reflection Week 7 Using the Performance standards Performance standads Week 8 Topic Plan Practicum discussion Topic planning
Specific Course RequirementsNone
Small Group Discovery ExperienceNot applicable
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 must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcome Online resources worksheet. Research websites and professional organisations related to Psychology Formative Week 2 n/a 1,8 Using the performance standards. Grade two student work samples. Formative Week 6 n/a 2,5 Lesson observation. Four part task:
1. Discussion board
3. Oral assessment
4. Reflection (500 words)
Summative 1.Wk 2
20% 3, 4, 5, 6 Lesson Plan Summative Wk 6 20% 2, 4, 5, 6, 7 Topic Plan-planning & teaching Summative Wk 8 60% 2, 4, 5, 6, 7
Assessment Related RequirementsN/A
Assessment DetailTask 1: Observation reflection
In this task, you will observe a practicing teacher deliver a lesson in either Year 11 or Year 12 Psychology. The basis for your observation will be informed by the Australian Professional Standards for Teachers and participation in a group discussion board. Take notes during the observation and reflect on methodology used. You will share your observations through group discussion at Tutorial 7. The final written reflection is due at the end of Week 7.
Task 2: Lesson Plan
Prepare a plan for your first lesson in Psychology in your chosen topic. Your plan should include objectives, timing, student activities, teacher activities and resources.
Your plan will follow a Microsoft Word template and exemplar available on MyUni. An assessment grid with weightings for criteria is available on MyUni.
Task 3: Topic Plan (Planning & teaching)
Imagine you are going on leave for four weeks and your replacement is a beginning teacher who needs very thorough details of the work to be covered in your absence. You are to prepare a TOPIC PLAN for one of the 13 SACE Psychology topics in either Stage 1 or Stage 2. Each student will be allocated a topic during the first tutorial. The replacement teacher should be able to easily follow your topic plan.
The Topic Plan will be completed over 2 semesters. In Semester 1, the focus will be on planning and teaching. In Semester 2, the focus will be on assessment and reporting.
At the end of the course, it would be envisaged that your topic plans can be distributed amongst your peers and each of you will then have a very thorough starting point for your future teaching. This type of resource sharing is a VITAL part of successful teaching, especially for beginning teachers. Please be open to the process!
Your finished work must include:
· An overall topic plan setting out the lesson allocation for the content/activities
· Four weeks of individual lesson plans, two singles & one double, each 50 mins long per week
· Handouts for learning activities, references to websites, DVDS as appropriate
· Electronic copies of powerpoints or documents as appropriate
Your plan will follow a Microsoft Word template and exemplar available on MyUni. An assessment grid with weightings for criteria is available on MyUni.
SubmissionThe Lesson Plan and Topic Plan (Planning & teaching) are to take a standard format. You will be shown a guide copy and the blank format will be available on MyUni.
Wherever possible your work should be presented using Microsoft Word, Excel or PowerPoint. This enables sharing and future editing.
Electronic versions of your assignment will be submitted by you on the MyUni site for this course.
The Observation reflection involves both written and oral assessment.
Please make direct written contact with the lecturer (email@example.com ) prior to the due date should an extension be required.
Students who require extensions on medical grounds should do so in writing prior to the due date. A medical certificate is required as supporting evidence.
Grades and marks will not be deducted from assignments submitted late where a valid extension is negotiated.
Assignments not submitted by the due date without a valid extension will be graded FNS (Fail No Submission).
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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