EDUC 6519B - English Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2015

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 6519B
    Course English Curriculum & Methodology B
    Coordinating Unit School of Education
    Term Semester 2
    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 Assessment and Reporting
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 4 courses of English literature
    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: Ms Alison-Jane Hunter

    Alison-Jane Hunter
    Office: The School of Engineering, 324j, Engineering South
    Mobile: 0416767893
    Email: alison-jane.hunter@adelaide.edu.au
    Course website: www.myuni.adelaide.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:

    APST     Standard

    AQF7/8 GA
    Semester Two
    1

    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
    2

    Develope a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 & 3.2 Skills 2,3,5
    3

    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 Knowledge 1, 2, 6
    4

    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 Skill & Application 1, 2, 3, 4, 8
    5

    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 Knowledge, Skill & Application 1, 4, 5
    6

    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 Knowledge 1,2
    7

    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
    8

    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):
    http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1 

    Australian Qualifications Framework (AQF):
    http://www.aqf.edu.au/aqf/in-detail/aqf-levels/ 

    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 3,4,5,6
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4,6,7
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2,4,7
    Skills of a high order in interpersonal understanding, teamwork and communication. 1,4,5,7,8
    A proficiency in the appropriate use of contemporary technologies. 1,2,4
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. I
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,4,7
  • Learning Resources
    Required Resources
    Alison-Jane Hunter (2014) All New Great Ideas for the Middle School Classroom SAETA Norwood
    Recommended Resources
    Access to http://www.sace.sa.edu.au/web/english/   and other websites.
    Online Learning
    Students will be advised via MyUni as to the requirements. 
    The first assignment is online,via the discussion board.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There will be a 1 x 120 minute workshop for per week for this course. 
    Students are expected to engage with MyUni for some online components, lecture information and readings.
    Workload

    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 6 - 7 hours will be required for preparation.  At the peak time of assessment, students canexpect an increased time commitment.
    Learning Activities Summary
    Schedule

    Week 1 

    Please find and bring with you ideas about two key approaches you think will make a difference in the classroom which focus on assessment. Be prepared to outline and discuss these ideas.

    1) Introduction to assessment: formative and summative marking.
    2) Using assessment to enhance student engagement and self-perception
    ( Please Note that ICT strategies are integral to each element in this program)

    AITSL 5.1, 5.2, 5.3, 5.5, 6.4, 7.1, 7.2, 7.3

    1) 1.1, 1.2, 1.3, 1.4, 1.6
    2) 2.5, 3.7, 5.1, 5.2, 5.3, 5.5

    Week 2 www.australiancurriculum.edu.au/English/Curriculum/F-10 ‎ 1) Middle School Assessment. Using assessment to raise achievement.
    2) Working with EAL students: using assessment to raise achievement
    3) For each of these discussions, we will work with real samples of assignments and build marking and review strategies together.  
    AITSL 5.1, 5.2, 5.3, 5.4, 5.5, 6.4, 7.1, 7.2, 7.3 1) 4.1, 5.3, 5.4, 5.5
    2) 2.3, 2.5, 3.2
    Week 3
    www.australiancurriculum.edu.au/English/Curriculum/F-10
     
    www.clemson.edu/.../Blooms%20Taxonomy%20Action%20Verbs.pdf  

    1) Question and task setting to match Assessment in 8-10.
    2) Report writing: 8-10.
    AITSL
    3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7
    1) 2.4, 1.3, 3.4, 4.1
    2) 2.2, 3.3, 3.4
    Week 4

    A Bibliography will be shared in class.

    Assignment 1:

    Create a fully articulated Unit for a year level you did not cover in Semester 1, including a rubric for the assessment(s). If you tackled a literature based Unit last semester, please tackle a language based Unit this time and vice versa.

    Due in class in Week 4.

    1) Working with Gifted students: high concept learning.

    Working with disengaged students: accessible learning.

    2) Working with Double Exceptional students: increasing learning and engagement
    AITSL 4.1, 4.2, 4.3, 4.4, 4.5 1) 1.3, 1.5, 2.5, 3.3
    2)  1.3, 2.1, 2.2
    Week 5 The importance of Pastoral Care in the mainstream classroom. 1) Nel Noddings’ work on relationships.
    2) Getting students into the zone.
    AITSL 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 6.4, 7.1, 7.2, 7.3
    Week 6 Report Writing

    1) Pastoral Care reports
    2) Classroom/subject reports

    AITSL 5.1, 5.2, 5.3, 5.4, 5.5, 6.4, 7.1, 7.2, 7.3

    1) 1.3, 3.1, 3.4
    2) 3.1, 3.4, 2.2

    Week 7

    Playing with tasks.

    Assessment 2 due in class in Week 7

    A.
    .Select one sample piece of writing from 8-10 for formative assessment.

    . Give a context for the piece of work and the student who has created it.

    . Outline your marking rationales and criteria (no more than 750 words).

    · Mark the sample writing according to your marking rationales and criteria.

    B.
    · Create an 800 character report based on the marked piece of work. including contextfor the work, positive praise for learning gains and supportive guidance as to how the student can improve their skills.

    Note: if you go over 800 characters, your report will automatically fail.

    · Address the report to the student’s parent/guardian. Write objectively. Refer to thestudent by their formal name. Ensurethat you acknowledge and address any IEP the student may have.

    Assignment 2 is to be submitted electronically throughMyUni.

    1) Using a range of texts and creating a lively range of Units based on those units. Focus on language based approaches
    2) More Unit creation: using your ingenuity. Focus on Poetry.
    AITSL 2.1, 2.2, 2.3, 2.4, 2.4, 2.5, 2.6
    Week 8 Looking at the SACE requirements. 1) How to make Year 10 a truly successful preparatory year.
    2) Marking Year 10 work for ACARA and SACE requirements.
    ATSIL 5.1, 5.2, 5.3, 5.4, 5.5 1) 2.3, 3.2, 3.3
     
     Textbook: All New Great Ideas for the Middle School Classroom. 
    Specific Course Requirements
    There are no other anticipated requirements.
  • 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
    The two tasks are mandatory. 
    Attendance will cover 10% of the course mark,
    Assignment 1 is worth 30%. 
    Assignment 2is worth 60%. 
    See: Assessment for CourseworkPrograms policy

    Task 1:  Unit Plan Rubric. / Unit plan rubric available on My Uni - Information/Task 1: Unit Plan Rubric

    Due in class in Week 4

    Prepare fully worked through work packs, including marking rubric totalling 2500-4000 words, in full prose. 
    Ensure you answer the set questions in detail.  Further instructions are given below.

    (*Note: Shaded area on rubric is worth 50% of total grade.)                                                     .

    Task 2:  Assessment and Reporting Rubric./ Assessment and reporting rubric on My Uni - Information/Tast 2: Assessment and Reporting Rubric

    Assessment 2 due in class in Week 7.

    A.
    ·  Select one sample piece of writing from 8-10 for formative assessment.
    ·  Givea context for the piece of work and the student who has created it.
    ·  Outlineyour marking rationales and criteria (no more than 750 words).
    ·  Markthe sample writing according to your marking rationales and criteria.

    B.
    ·  Create an 800 character report based on the marked piece of work. including context
    for the work, positive praise for learning gains and supportive guidance as to
    how the student can improve their skills.
    Note: if you go over 800 characters, your report will
    automatically fail.
    ·  Addressthe report to the student’s parent/guardian. 
    Write objectively.  Refer to the student by their formal name.  Ensure
    that you acknowledge and address any IEP the student may have.

    Assignment 2 is to be submitted electronically through MyUni

    (*Note: Shaded area on rubric is worth 50% of total grade)

    Assessment Related Requirements
    Attendance at all classes on time is compulsory.  
    10% of the total course marks are allocated for attendance. 
    Assignment 1 is 40% of the total marks. 
    Assignment 2 is worth 50% of the total marks.

    Assessment Detail
    For Assignment 1:

    Include an outline of the class, including details of any students with special needs and how you
    intend to address those needs.  Create details.  Remember that units do not stand alone: you will need to outline the learning context, the location of the unit in the full year plan and what will follow and build on what you have taught in this unit. Give a list of resources required.  Outline your rationale for text and task choices.  Make sure you teach every element you wish your students to learn: the ideas, the form, the language, every element of the marking criteria.The best students will show how they will differentiate the plans for the top, middle and bottom of the class, even
    if the major differentiation is through outcome.  Show how your unit fits in with the ACARA
    requirements and the ACARA outcomes for the exact year level you have chosen.  Be creative, dedicated and detailed.  Include work sheets, homework, tasks and as much of the teaching as you can. Use the four part lesson plan I will teach you in class.  There are ideas for starters, developments, shared and individual writing, grammar and plenaries in the course book – get
    to know it well.  Remember the texts in there are the right level, so they are good ideas.  Note that some are marked as particularly suitable for SHIP classes: if you’re going to attempt to prepare purely for a SHIP class, you should talk to me about how to do this effectively as there are
    some strategies that work particularly well for these classes.  Make sure you include the full unit and all teaching plans along with the marking rubric and criteria.  Notice that I specifically require you to show how this unit will move the young people forward in their learning:
    busywork has no place in the contemporary classroom.  I will not count words: successful units
    usually come in at about 6-12 pages, depending on the way you set them out.  Length is not a guarantee of success but units which are only a couple of pages long rarely contain sufficient
    detail to access the highest grades.  Unit cover sheets are not essential but they do look professional.  Again, do your best and seek help early.  I am not sympathetic to late requests for
    extensions.  That said, you must tell me if you have a serious problem so I can help you work around it.

    For Assignment 2:

    Make sure you give a clear, concise context for the work, the class and the school.  Your rubric must be clear and match the AC:E requirements.  Your marking rationale must be student friendly, match the AC:E and articulate harmoniously with the task.  The marked sample must show
    evidence of your marking rationale in action. 
    Your report must be a maximum of 800 words, be helpful, honest, accurate and supportive.

    Submission
    Assignment 1 is due in class in Week 4

    Assignment 2 is due in class in Week 7

    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
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