EDUC 4540B - Psychology Curriculum & Methodology B (UG)
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code EDUC 4540B Course Psychology 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 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 CuttsKate Cutts
Location: 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 2015 Subject Outline
Download from: https://www.sace.sa.edu.au/web/psychology/stage-2/planning-to-teach/subject-outline
Recommended Resources(not required to purchase but may be referred to during the course)
• 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 two. 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 1 Teaching practicum debrief as related to Psychology Discussion of Semester 2 Course & assignments
Bring a draft of your assessment items for discussion
***Opportunity for feedback
Task design and the assessment grid
Week 2 Learning and assessment plans Assessment types in SACE Psychology
Constructing student reports
Learning and assessment plansAssessment typesStudent reports Week 3 Moderation 1 Processes and procedures Moderation Week 4 Moderation 2 Differentiation and special provisions Moderation Week 5 SACE examinatons SACE examinations Week 6 Research Program Précis 1 Research Programs Week 7 Research Program Précis 2 Research Programs Week 8 Research Program Précis 3 (if needed)
Bring a draft of your LAP for discussion
****Opportunity for feedback
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 Due Weighting Learning Outcome Topic Plan
20% 1,9,10,11 Research Program Précis Summative Week 6 40% 1,3,4 Learning and assessment plan Summative Weel 40% 1,2,5,10,11,12
Assessment DetailTask 1: Topic Plan (Assessment items)
1.1 Prepare a written test for your chosen topic from the semester one Topic Plan. The test should be in in at least two parts, with one extended response question. Your test should include an account of the performance standard specific features being assessed, length (time taken) and one ORIGINAL extended response.
1.2 Prepare an assignment task sheet for your chosen topic from the semester one Topic Plan. Your assignment should include an account of the performance standard specific features being assessed, length (time allocation) and must be ORIGINAL.
1.3 Complete the assessment grid to cover all topic objectives through assessment
1.4 Produce an evaluation for students to complete at the end of your topic. This should take the form of a student feedback questionnaire that you will use to assess your effectiveness.
Your assessment items will follow a Microsoft Word template available on MyUni. An exemplar and assessment criteria sheet is available on MyUni.
Task 2: Research Program Précis
You will present a précis of one of the 16 SACE Psychology Research Programs (this may not have a direct relevance to your topic area) delivered as an oral presentation. You will need to access a copy of your Research Program from the SACE Board website.
You should present this as a PowerPoint. Time allocation: 5 mins. Your powerpoint will be uploaded to MyUni. Your summary will be shared with your classmates during tutorials in Semester 2. An exemplar and assessment criteria sheet is available on MyUni
Task 3: Learning and Assessment Plan (LAP)
You will produce a LAP for either Stage 1 or Stage 2, based on the topic you presented in your Topic Plan. For example, if you topic comes from Stage 1, then you will produce a Stage 1 LAP. Whichever Stage you are addressing, you will need ot create a fullyear program of summative assessments that comply with the SACE Subject Outline. For Stage 1, this means two documents, one for each semester. For Stage 2, this means one document, covering the whole year.
Your LAP will follow a Microsoft Word template available on the SACE Board website. Exemplars will be discussed in tutorials as the SACE Board exemplars may not be entirely relevant to your school context. An assessment criteria sheet is available on MyUni.
SubmissionThe Topic Plan (Assessment items) 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 assignments will be submitted by you on the MyUni site for this course.
The Research Program Précis involves both written and oral assessment.
Please make direct written contact with the lecturer (firstname.lastname@example.org) 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.
- 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
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
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