EDUC 4543A - Alternative Curricula A (UG)
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code EDUC 4543A Course Alternative Curricula 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 None Incompatible EDUC 4517A 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: Dr Robert Matthews
The full timetable of all activities for this course can be accessed from Course Planner.A detailed course timetable is included in the front section of the reader and on the MyUni site under course information.
Course Learning Outcomes
On Successful completion of this course student will be able:
AQF7/8 GA Semester One 1 Demonstrate deep knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1 Knowledge 1,2,3,5,6,7
Design and sequence unit and lesson plans based on essential content of the subjectarea, curriculum, including effective assessment principles. 2.2 & 2.3 & 3.2 Application 1,2,3 3 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 4 Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 7 3.2 Skills 2,3,5 5 Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 Knowledge
4, 5, 6, 7, 8 6 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 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 Knowledge, Skills & Application 2,4 Note:
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. 1,2 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, 7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,2,4,6 Skills of a high order in interpersonal understanding, teamwork and communication. 3,5,6,7 A proficiency in the appropriate use of contemporary technologies. 1,3,4,5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,5 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1,5 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3,5,6
Required ResourcesWeekly readings may be accessed through a combination of on-line materials and acourse reader available for purchase from the image and copy centre (Level 1,Hughes building).
Additional resources and links will be available on the MyUni site. Please explore the site and familiarise yourself its layout.
(2007) Alternative Education: Global Perspectives Relevant to the Asia-Pacific
Region Education in Asia-Pacific Region v. 10.
This text is available as a free downloadable e-book from the Barr-Smith Library.
Carl Rogers, Freedom to Learn.
Leo Tolstoy, Tolstoy on Education.
Krishnamurti, Education and the Significance of Life.
Maria Montessori, The Discovery of the Child (earlier
edition, The Montessori Method).
John and Evelyn Dewey, Schools of Tomorrow.
John Holt, How Children Fail.
A. S. Neil, Summerhill.
Ivan Illich, Celebration of Awareness.
Paulo Freire, Pedagogy of the Oppressed.
Kierran Egan, The Educated Mind: How cognitive tools shape
Any additional resources to support the delivery of this program will be uploaded onto MyUni and students will be notified of these.
Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.
Learning & Teaching Activities
Learning & Teaching ModesAre face-to-face in lecture and tutorial format.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Course contact is two hours per week - one hour lecture and one hour tutorial. (Plus additional 2 hour lecture for the
Allow at least two hours per week for assigned reading materials from this part of the course.
Learning Activities Summary
Schedule Lecture Content AITSL Standards Week 1
Introduction to course. Overview of historical and contemporary contexts. Brief summary of
various theorists. Discussion of assessments and Group process.
Discussion of Steiner online materials for use in assignments.
S1 & S2 & S3 & S4 & S5 Week 2
Pestalozzi. La Floresta School, Bolivia
Standards 1,2,3,4,5,6 and 7 Week 3
Steiner or Waldorf Education.
Standards 1,2,3 ,4 and 5 Week 4
NO LECTURE THIS WEEK
In own time watch the TED talk: Ken Robinson. Do schools kill creativity?http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
And participate in online discussion.
Standards 1,2,3 ,4 and 5 Week 5
NO LECTURE THIS WEEK
Meet privately in your groups to discuss project.
Submit a draft of your curriculum analysis to me electronically for comment.
Standards 1,2,3,4,5,6 and 7 Week 6
Standards 1,2,3,4,5,6 and 7 Week 7
Neill and SummerHill.
Standards 1, 2, 3,4,5,6 and 7 Week 8
(School Tour on May 5 at Willunga Waldorf if interested)
Standards 1, 4,6 and 7
Specific Course Requirements
All students are required to attend the compulsory lecture and tutorial sessions. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required. If a student is absent from the group presentation, additional work may be required by the student. Participation in the group process is part of the assessment.
Small Group Discovery ExperienceAn 8 week long group process has been built into the course consistent with expectations of the small group discovery process.
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 Item Weighting Due Date Steiner Curriculum Analysis 70% June 25 Group Presentation 30% May 7
Assessment Related Requirements
Students must attend 80% of all lectures and tutorials and sign the attendance sheet on arrival.
Assessment DetailAssignment 1: Steiner Curriculum Analysis 70%
You are to analyse one of the High School subject strands from the Steiner National Curriculum:http://steinereducation.edu.au/curriculum/high-school
Your task is twofold:
1. To identify and discuss elements of alternative education that are embedded in your selected subject materials. Relevant points to consider are:
- How was creativity/play be included in classroom practice?
- How was the developmental stage of the ‘whole child’ included in classroom practice?
- How was the heart, that is, social, moral aspects, included in classroom practice?
- Plus any additional points featured in your particular subject area.
2. In your analysis you are also required to discuss how you might use some of these practices in a mainstream context.
Length is 1500 words.
Further details including rubric are provided in lectures.
Assignment 2: Group presentation 30%
In this assignment your group will present a small unit of classroom work demonstrating alternative education insights as listed above in Assignment 1 (creativity/play; development of the whole child; social, emotional; and any others you wish to include)
This design speaks directly to what teachers may do in the classroom. Format will be a small unit of work – say 3 or so lesson ideas. The subject area (likely multi-discipline) will be determined by the subject backgrounds of group members.
This process will be closely scaffolded in lectures.
Presentation length to be negotiated.
Location will be the Smarte room.
You will have access to power point, digital camera (akin to OHP), CD, DVD and video facilities.
Further details including criteria are provided in the reader.
SubmissionFor Assignment 1:
Hard copy handed to me or placed in my pigeon hole (photocopier room, level 8, Nexus Building).
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
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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