EDUC 6508A - Accounting Curriculum & Methodology A

North Terrace Campus - Semester 1 - 2016

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 Semester 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 this course student will be able:
    #

    Course Learning Outcomes

    APST

    GA Arts
    GA Uni
    Both Semesters
    1
    S1&S2
    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
    S1&S2
    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
    S1&S2
    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
    S1&S2
    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
    S1&S2
    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
    S1
    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
    S1
    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
    S1
    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
    S2
    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
    S2
    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
    S2
    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
    S2
    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):
    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, 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
  • 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

    This course will be based around lectures and workshop activities where students engage with ideas presented to them in a group discussion environment.

    Workload

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

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. A subject worth 2 points, therefore, should take 8 hours (incl 2 hours of formal classes) during the teaching weeks of the course. Students in this course are expected to attend all lectures/seminars throughout the semester. There are no tutorial sessions
    for this course Please refer to Access Adelaide for your timetable and enrolment details.  http://www.adelaide.edu.au/access/
    Learning Activities Summary
    Schedule
    Week Topic Lecture (learning outcomes)
    Week 1 Introduction
    Course Expectations & Organising a Class
     1
    Week 2 Economics & Business Education in Schools
    SACE, IB and The National Curriculum
    1.4
    Week 3 Economics and Business Education in Schools
    Lesson Planning – Theory
    Peer Assessed Delivery
    1, 2, 3, 4, 5
    Week 4

    Lesson Planning - Criteria & Templates
    Unit Planning Introduction

    1, 2, 3, 4, 6, 7
    Week 5 Unit Planning – Theory 1, 2, 3, 4, 5
    Week 6 Lesson Planning - Theory Criteria & Templates Task Development 1, 2, 3, 4, 5, 6, 7
    Week 7 Analysis of Curriculum Documents
    Determing approprate content for students
    1, 3, 4,
    Week 8 Subject Specific Content
    What to do when a lesson goes 'Wrong'
    1, 3, 4, 5
  • 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 Due Date Weighting Learning
    Outcome

    Workshop Activities

    Presenting a topic using technology

    Summative In tutorial
    Thursday, Week 3
    20%  1, 4, 7
    Lesson Plan and Portfolio Summative

    Online
    Thursday, Week 5

    40%
      1, 2, 3,4,5
    Unit Plan and Portfolio Summative Online
    Thursday, Week 7
    40%
      1, 2, 3,4,5
    Assessment Detail
    Individual Task sheets will be provided to students detailing the requirements of the tasks specified above.

    The tasks identified above will be assessed using some or all of the following learning outcomes as well as appropriate APST
    · Demonstrate deep knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area.

    · Design and sequence unit and lesson plans based on essential content of the subject area, curriculum, including effective assessment
    principles · Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.

    · Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.

    · Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students
    Submission
    PRESENTATION AND SUBMISSION OF ASSIGNMENTS
    Tasks should be submitted to the hub on the due dates as indicated in the summary above. (unless submitted during the lecture)
    •    All assessment tasks should be word-processed;
    •    Assignments that do not meet academic formatting standards will be returned for reformatting;
    •    All assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission;
    •    Lecturers can withhold student’s results until such time as the student has signed the Assignment Cover Sheet and can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism;
    •    Computer problems, resource availability and/or lost materials do not constitute grounds for an extension. Further, if you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your course coordinator to discuss the matter;
    •    Content and quality of thought matter more than quantity, so you should keep to the prescribed word limit;
    •    Copies printed back-to-back are acceptable, but must be numbered and securely attached;
    •    Deadlines exist for a purpose. Submit the assessment task by 4pm on the final day it is due;
    •    Assignments are to be submitted in the correct allocated box in the Student Hub;
    •    Double-lined spaced with a margin of at least 3-4cm on the LHS of the page to leave room for comments;
    •    Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. Students must apply to the course coordinator concerned on the ‘Application for Extension’ form at the back of the Academic Program Handbooks;
    •    Students are to provide medical certificates when appropriate to support requests for extension;
    •    Students are encouraged to check their marks and notify the course coordinator of any discrepancies;
    •    Students must not submit work for an assignment that has previously been submitted for this course or any other course in the university (this is called self-plagiarism and/or deceptive conduct); and
    •    Students must retain a copy of all assignments submitted.
    In some cases, students can include a stamp self-addressed envelope with their assignment so that they do not need to venture to the university to collect their graded paper.

    RETURN OF ASSIGNMENTS AND FEEDBACK
    Assignments will be returned to students during the lectures.Assignments will be returned to students within 3-4 weeks of the due date with written feedback. Course results should be available within 6-weeks of the final assignment. University staff are not permitted to provide results to students over the telephone or by email. When results are approved and finalised they are available through Access Adelaide: http://www.adelaide.edu.au/access/ 

    In some cases, students can include a stamp self-addressed envelope with their assignment so that they do not need to venture to the university to collect their graded paper.

    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.

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.