EDUC 6508A - Accounting Curriculum & Methodology A

North Terrace Campus - Quadmester 1 - 2017

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.

  • General Course Information
    Course Details
    Course Code EDUC 6508A
    Course Accounting Curriculum & Methodology A
    Coordinating Unit School of Education
    Term Quadmester 1
    Level Postgraduate Coursework
    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 Pass in 6 courses of Accounting
    Restrictions Available to GradDipEd 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 Staff

    Course Coordinator: Troy Schroeder

    Troy Schroeder  Lecturer tschroed@pembroke.sa.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of the Curriculum and Methodolgy course each student will be able to:
    Course Learning Outcomes APST GA ARTS GA UNI
    1 Demonstate deep knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area 2.1 1,2 1,2
    2 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
    3 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
    4 Integrate relevant research and theory to develop a braod repertoire of subject appropriate teaching and learning strategies, including the use of ICT 3.3, 7 2 2
    5 Assemble relevant and appropriate sources of professional learning for teachers including professional associations 6.2,6.3 4, 6 4, 6
    6 Demonstrate a commitment ot work ethically and collaboratively so as to meet the professional expectatons required of teachers 3.2, 6.3, 7.1, 7.2, 7.3, 7.4 6 6
    7 Demonstrate comminication skills to present a clear and coherant exposition of knowledge and ideas to a diverse range of students 3.5, 4.2, 5.5 3, 5 3, 5

    Note:Australian Professional Standards for Teachers (APST):
    http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1  
    Graduate Attributes: Faculty of Arts Graduate Attributes:
    https://arts.adelaide.edu.au/learning-teaching/
    Graduate Attributes: University of Adelaide Graduate Attributes:
    http://www.adelaide.edu.au/learning/strategy/gradattributes/
    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)
    1,3
    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
    1,2,3,4
    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
    7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5
    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
    7
    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
    5,6
  • Learning Resources
    Required Resources
    There are no required resources or set textbooks for this course
    Students will require access to the relevant subject outlines from the SACE board Website
    Recommended Resources
    SACE Board of South Australia Curriculum Statements. Available online at http://www.sace.sa.edu.au/
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The focus of Curriculum and Methodology A & B courses is the practical application of theory. Topics covered in the common core seminars include teaching strategies, curriculum content, lesson and unit planning, assessment, classroom organisation, behaviour management within a supportive classroom environment. This will be contextualised for teaching your subject specialisation in workshops. Seminars and workshops will be interactive, incorporating a blend of whole class directed activity and group work.

    Seminars and workshops will use a mix of online and face to face learning as well as requiring independent study outside of scheduled contact hours.

    Online Learning

    The MyUni site will be the primary site through which course materials and information will be shared, both for the common core seminars and subject specialisation workshops. As a minimum the MyUni site will contain:
    •    Assessment details, including extended description of the tasks, due dates and marking criteria or rubrics
    •    Recorded lectures and PowerPoints
    •    Required, recommended and additional readings
    •    Required, recommended and additional resources
    •    Summary of learning activities and topicsMyUni may also be used for group discussions and collaborative and shared learning activities.

    Subject Specialisation Curriculum and Methodology assignments will also be submitted and returned via MyUni.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Full time students will be enrolled in 2 Curriculum and Methodology concurrently – one in each of 2 subject specialisation areas – each one scheduled over 8 weeks.

    For each Curriculum and Methodology course students are required to attend the 2 hour workshop per week (or equivalent where scheduled as intensive blocks) and the scheduled common core seminars (Both Monday 11am-1pm & Monday 2-4pm).

    Where, due to exceptional circumstances, students are unable to attend a seminar or workshop the lecturer in charge must be contacted as soon as practicable to negotiate how to catch up on missed work.

    All students are expected to actively participate in seminar, workshop and online discussions and learning activities.

    For each Curriculum and Methodology Course students are expected to spend additional time per week on individual work related to the course. This will primarily involve reading, research and preparation as directed during seminars and workshops. An average of approximately 4 hours per course per week is common.

    Additional time will also need to be allocated for assessment tasks.
    Learning Activities Summary
    Related Curriculum and Methodology Core Topics to be covered

    TOPIC

    APST

    Learning Outcomes

    Principles of learning and teaching

    • Conceptual frameworks underpinning
    1,2,3 1,4

    Curriculum Frameworks:

    • SACE curriculum and quality assurance
    • Australian Curriculum
    • International Baccalaureate
    • Steiner
    • Using Curriculum frameworks to inform planning and practice
    1,2,3 2,3,4

    ICT Integration

    • Using ICT effectively for teaching, learning and assessment
    1.5, 2.1, 2.6, 3.4, 4.5 3,4

    Planning learning:

    • Underlying priciples and concepts
    • Planning tools and resources
    • Sourcing and evaluating teaching and learning resources
    • Matching resources to needs and contexts
    • Planning to meet student needs-getting from intentions to outcomes
    • Developing capabilities as well as subject matter knowledge
    • Integrating knowledge, skills and application
    • Aligning and sequencing learning
    • Scaffolding, coherency and making connections
    • Planning to meet student needs
    • Identifying and responding to changing conditions and needs
    1.2, 1.5, 2, 3, 4.1, 4.4, 4.5 1, 2, 3, 4, 5, 7

    Assessment:

    • Assessment as an integral part of learning
    • Principles of Assessment and Rules of Evidence
    • Evidence of Learning
    • Forms of assessment of learning progress and achievement
    • Identifying and meeting individual needs
    • Criterion based assessment
    • Rubrics and marking schema
    • Peer and self assessment
    • Seeking, giving and receiving feedback
    • Feedback, questions and learning
    • Formative assessment
    • Identifying strengths and challenges
    • Competition, collaboration and cooperation
    • Engaging learners
    1.2, 3.3, 4.1, 5 2,3,4

    Reserch as Learning:

    • MELT research skills framework
    • Reserch Project and Personal Learning Plans
    1.2, 3.3, 4.1 4

    Learning Stakeholders:

    • Who are they and what role do they play?
    • Working with parents and carers
    • Students as partners
    1, 3.7, 4.1, 7.1, 7.2, 7.3 6,7
    These topics will be explored in the context of, and supplemented with strategies for, teaching in your subject specialisation in the Subject Specialisation Curriculum and Methodology workshops.

    Details of specific dates, times and locations for the Subject Specialisation workshops will be provided on MyUni.

    LEARNING RESOURCES: For the Common Curriculum and Methodology Core seminars the textbooks are:

    Teaching: Making a Difference
    Rick Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. Nagel, K. Shaw2nd, 3rd or online edition are all acceptable

    Assessment & Reporting: Celebrating Student Achievement
    Brady, Laurie & Kennedy, Kerry 2012, , 4th edition, Pearson

    Details of required and recommended texts and readings for your subject specialisation will be provided on your subject specialisation MyUni site and may also be included in the couse outline under Learning Resourses.

    ASSESSMENT

    The University's policy on Assessment for Coursework Programs is based on the following five principles:

    1.    Assessment must encourage and reinforce learning.
    2.    Assessment must measure achievement of the stated learning objectives.
    3.    Assessment must enable robust and fair judgements about student performance.
    4.    Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    5.    Assessment must maintain academic standards.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting APST Learning Outcome
    Workshop Activities on Assessment Summative 20% 2.1, 2.2, 2.3, 3.2, 3.5, 4.2, 5.5 1,2,7
    Lesson Plan and Portfolio Summative 30% 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 3.5, 4.2, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 1, 2, 3, 4,5, 7
    Unit Plan and Portfolio Summative 40% 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 3.5, 4.2, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 1, 2, 3, 4, 5, 7
    Attendance 10% 2.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 1, 6, 4

    Note: There may be additional formative assessment tasks required.
    Assessment Related Requirements
    All Curriculum & Methodology lectures are compulsory. An attendance roll is taken. This is in keeping with university
    policy:
    Attendance at other structured learning activities may be mandatory provided the achievement of learning outcomes is substantially dependent on the attendance, e.g. an orchestra/ensemble, placement, field trip, tutorial or seminar where there is an expectation of an interactive learning process. (Assessment for Coursework Programs Policy, Procedure 1, paragraph c; http://www.adelaide.edu.au/policies/700/ ; Downloaded 30/1/2014).

    Assessment Detail

    ASSESSMENT CRITERIA

    Criteria for Lesson Plan, Unit Plan and Portfolio tasks include:

    •    Sufficient number of resources - as a guide no less than 30, no more than 100
    •    Evidence that resources have been selected for year level, subject matter and learning needs appropriateness
    •    Evidenece of critical analysis, evaluation and reflection in selection of resources
    •    Evidnece of understanding of Australian Curriculum and SACE Curriclum requirements and guidelines for the subject matter
    •    Format of Unit Plan, including Lesson Plans, suitable for the subject matter and subject specialixation
    •    Learning activities and resources enable appropriate differentiated learning for a range of learning needs
    •    Timing, pace, order and structure of the Unit Plan and Lesson Plans is appropriate for the year level, differentiated learning
         needs and the subject matter.
    •   Evidence of teaching and organisational strategies that wil suport student engagement and effecitve classroom management
    •   Learning Outcomes, Learning Activites and Assessment are in alignment
    •   Contains all relevant and necesary iformation to enable effecive implementation for pre-service teacher
    •   Evidence of knowledge and understanding of APST standards regarding assessment and learning

    Criteria for Assessment tasks include:
    •    Evidence of understanding of the relationship betweeen learning outcomes, learing activities and assessment
    •    Evidence of understanding of concepts of and purposes for fomative and summative assessment
    •    Evidence of knowledge and understanding of standards of learning required by Australian Curriculum and SACE curriculum, and
          if relevant other criteria
    •    Evidence of knowledge and undrstanding of APST standars regarding assessment and learning


    WORKSHOP PARTICIPATION

    All students are expected to ask questions, express their opinions, share their experiences and knowledge and listen to those of others in a respectful and professional manner. Where asked or instructed students will undertake activities in and in preparation for class in a timely and constructive manner.

    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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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