EDUC 4543B - Alternative Curricula B UG
North Terrace Campus - Semester 2 - 2015
General Course Information
Course Code EDUC 4543B Course Alternative Curricula 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 None Incompatible EDUC 4517B Restrictions Available to B Teaching students only Course Description This course is designed to provide an overview of current trends in alternative curriculum, specialist schools and programs where innovative pedagogy and differentiated teaching support the 21st century teacher in the global teaching market. Students will provide a written case study of a specialist education program, present this in a group and assess their peers? presentations.
Course Coordinator: Ms Tammy EdwardsonLocation: Level 8, Nexus 10 building, 10 Pulteney St, Adelaide
Telephone: 8313 2020
The full timetable of all activities for this course can be accessed from Course Planner.
There will be a weekly 50 minute lecture, followed by a 50 minute tutorial session. It is imperative that students attend every lecture and tutorial session, as they will contribute significantly to the program assessment requirements.
Lecture and Tutorial Program:
Lecture No. and Date Content AITSL Standards Week 1 Introduction to Course
Lecturer: Tammy Edwardson
Standards 2 and 6 Tutorial Learning Activities:
Assessment requirements and due dates
Allocation of presentation groups
The 21st century teacher
Standards 1,2,3,4,5,6 and 7 Tutorial Learning Activities:
Lecture on Learner Diversity and Differentiated Teaching delivered by the Course Coordinator
Week 3 The professional teacher and community engagement.
Standards 1, 2, 3,4,5,6 and 7 Tutorial Learning Activities: Group 1 Presentation and peer assessment Week 4 Innovative pedagogy and differentiated teaching
Standards 1,2,3,4 and 5 Tutorial Learning Activities: Group 2 Presentation and peer assessment Professional Experience commences Monday 25 August and concludes on Friday 26th September, followed by the mid semester university break. Week 5 The integrated program approach
Standards 1,2,3,4 and 5 Tutorial Learning Activities: Group 3 Presentation and peer assessment Week 6
Integrating technology to engage a diverse range of learners.
Guest Lecturer: Rani Baslis, Manager, Vocational Learning Education, Open Access College
Standards 1,2,3,4,5,6 and 7 Tutorial Learning Activities: Group 4 Presentation and peer assessment Week 7 The global education teaching experience. Standards 1,2,3,4,5,6 and 7 Tutorial Learning Activities: Group 5 Presentation and peer assessment Week 8
Student and teacher wellbeing within the school context.
Standards 1, 4,6 and 7 Tutorial Learning Activities: Group 6 Presentation and peer assessment
Course Learning Outcomes
Course Learning Objectives University Graduate Attributes AITSL Standard 1 To understand the current trends in teacher employment, the policy and curriculum frameworks that support the professional teacher, in a competitive local and international job market. 1, 7, , 8 Standards 2 and 6 2 To understand and demonstrate how innovative pedagogy, differentiated teaching and a personalised approach can enrich the student learning experience. 1, 2, 3 Standards 1,2,3 and 4 3 To understand that various specialised educational programs exist in a range of teaching environments and articulate how one of these meets the needs of its diverse learners. 1, 2, 3, 8 Standard 1, 2, 3, 4, 5, 6 and 7 4 To understand and articulate how various technology tools are used to engage and enhance the student learning experience in and outside of classrooms. 1, 2, 5, 6 Standards 2.6 and 4.5 5 To understand and identify professional learning opportunities and associations that support the personal and professional development of classroom teachers and leaders. 6, 7, 8 Standard 6, 7 6 To develop an awareness of the factors that impact on student and teacher wellbeing and resilience within diverse educational contexts. 1, 8 Standards 1, 4 and 7 7 To develop students’ skills in educational research so they gather information from a range of primary and secondary resources, and articulate this in oral and written form. 2 Standard 6, 7 8 To demonstrate effective communication, organisation, problem solving and teamwork skills to produce a high quality group presentation to peers. 2, 3, 4, 5 Standard 6, 7 9 To demonstrate fair and ethical assessment of peers’ group presentations of specialised education programs, using the course assessment tool provided. 2,4 Standards 5.3 and 6.2 Domain: Professional Knowledge Focus Standard 1 Know students and how they learn
1.1 Physical, social and intellectual development and
characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and
1.4 Strategies for teaching Aboriginal and Torres Strait
1.5 Differentiate teaching to meet the specific learning needs across the full range of abilities Strategies to support full participation of students with disability
2 Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology
Professional Practice Focus 3 Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs 3.7 Engage parents/carers in the educative process
4 Create and maintain supportive and safe learning environments 4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically
5 Assess, provide feedback and report on student learning 5.1 Assess student learning
5.2 Provide feedback to students and their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Professional Engagement Focus 6 Engage in professional learning 6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning
7 Engage professionally with colleagues, parents/ carers and the community 7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities
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, 3, 6, 7 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3, 7, 8, 9 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2, 3, 4, 5, 8 Skills of a high order in interpersonal understanding, teamwork and communication. 8, 9 A proficiency in the appropriate use of contemporary technologies. 4, 5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4, 5 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 2 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2, 5, 6, 7, 9
Due to the practical nature of this course most resources will be provided with links to websites and guest speakers will provide additional resources during their presentations. All lectures will be recorded and uploaded to MyUni.
As the majority of resources are provided during guest lecture presentations, every effort will be made to ensure the presentations are available prior to the lecture. However all lectures will uploaded with 24 hours of them being recorded. Additional resources will be uploaded continuously throughout the course.
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 Modes
The lecture session will be in face to face mode. At the end of each presentation five minutes will be allowed for question time.
The format of the tutorials will vary:
Tutorial 1 and 2 will be delivered in lecture mode.
Students may deliver group presentations during tutorials 3, 4, 5, 6, 7 and 8.
However presentation dates can be negotiated with team members and the course coordinator.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Alternative Curricula B is a three unit practical based course and therefore the writing length for assessment requirements will not exceed 2,500 words for the written case study. The group presentation will be 25 minutes in total (20 minutes for the group presentation, with 5 minutes for questions and peer assessment).
Learning Activities SummarySee lecture and tutorial schedule above..
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.
Small Group Discovery ExperienceA semester long group project provides ample opportunity for small group discovery. Weekly discussions are held with the lecturer to facilitate the 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 Case study of a specialised educational program 60% Monday 9.00am (week of the group presentation) Group presentation 30% Tutorials 3, 4, 5, 6, 7 and 8 (negotiated in Week 1 and finalised in Week 2) Assessment of peers’ group presentation (five) 10% Tutorials 3, 4, 5, 6, 7 and 8
Assessment Related Requirements
Students must attend 80% of all lectures and tutorials and sign the attendance sheet on arrival.
It is expected that students will not miss more than 20% (two) lectures or tutorials in a semester. If you are unable to complete the pre-readings and tasks or attend the lecture for some reason, come to the lectures or tutorials anyway and participate as best you can. It is expected that you will catch up with the readings or lecture online in the week following.
‘Participation’ can mean a number of things but usually includes completing the required readings, thinking about the focus questions, making notes, listening to others and participating in in-class discussions and activities.
We are all responsible for creating an atmosphere where every student feels welcome to contribute. Be prepared to listen carefully and respectfully to your classmates and to reflect on your own participation so that you contribute to the class.
1. All assignments must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.
2. Assignments must:
· have a margin of at least 4cm on one side of the page to leave room for comments
· have all pages numbered and securely attached
Clearly indicate on the front page of the assignment: your name, student ID, word length, course and name of your lecturer.
Include a detailed bibliography. Only list those sources actually used. Copies printed back to back are acceptable.
3. Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.
4. Online submission via MyUni is now becoming usual. Emailed assignments should be accepted in cases where students or their children are unwell or live in remote locations, such as a country town.
5. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism or where a student has not accepted the plagiarism rules in an online submission of an essay (refer to the policy on plagiarism below). In the case on online submission, an accompanying email is required.
6. Requests for extensions will be considered if they are made three days before the due date for which the extension is being sought. In extreme circumstances, contact your course convener as a matter of urgency.
7. If an assessment is submitted after a due date, and without an extension, 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays.
8. Computer problems, resource availability and/or lost materials do not constitute grounds for an extension.
9. If you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your lecturer to discuss the matter as soon as the problem is apparent. We understand that illness and family responsibilities usually affect everyone at some point. If you discuss the difficulty with us promptly, we may be able to negotiate a solution.
10. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.
11. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.
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.