EDUC 6531B - Physics Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2016

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills that will prepare students for the start of their teaching career in senior school Physics.

  • General Course Information
    Course Details
    Course Code EDUC 6531B
    Course Physics 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 6 courses of Physics
    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 that will prepare students for the start of their teaching career in senior school Physics.
    Course Staff

    Course Coordinator: Mrs Zahra Pirvali

    Zahra Pirvali LECTURER Zahra.Pirvali@adelaide.edu.au
    Located at level 1 Jordan Laboratories - University Senior College (University of Adelaide)
    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
    SACE Stage 1 and 2 Physics Course Outline, Chief Assessor’s Reports and Exam Papers available from SACE website: https://www.sace.sa.edu.au/web/physics 

    The Australian Professional Standards for Teachers document can be accessed through: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
    The Australian National Curriculum for Science documents can be accessed through: http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
    Recommended Resources
    Not required to buy these but may be referred to during the course. Some of these can be borrowed from me.
    o Giancoli D. PHYSICS Principles with Applications Text book (Sixth edition) Pearson
    o Olesnicky A and Lawrence N. Physics Key Ideas Stage 1 and Stage 2 (Third Edition)
    o Olesnicky and Lawrence. Physics SACE 2 Essentials Workbook
    o Pirvali Z and Russo J. Physics Study Guide (2014 edition)
    o SASTA (South Australian Science Teachers Association) Revision Guide
    o Hewitt P. Conceptual Physics (Eleventh Edition)
    o Gardiner E and McKittrick B. Problems in Physics McGraw Hill
    Online Learning
    Some of the material will be available on MyUni
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Seminars/workshops lectures will be held weekly commencing the week beginning Monday, the 28th of July 2014. The course will be delivered as 8×2 hour seminars/workshops.
    As the major learning tools, these lectures will provide extensive opportunities to observe and discuss teaching methodology and assessment and reporting as related to SACE Physics.
    The communication skills developed in seminars by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.
    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 (includes 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/
    Students are required to spend at least 2 hours observing me teaching during Semester 2. This can be during year 12 Physics lectures, tutorials or classes with year 11 Physics.
    Learning Activities Summary
    Schedule
    Tutorial Proposed Topics & APST Standards
    Week 1 Conceptual Physics Methods at stage 1 and 2
    Sample teaching and reflections
    Concept maps
    1.1, 1.2, 1.5
    Week 2 Subject Outline
    Physics topics
    Assessment Scope and Requirements.
    Assessment task 1
    2.1, 2.2, 2.3, 2.5
    Week 3 Performance Standards and Specific Features for use in Skills and Application Tasks Categorise a 100 marks Test in class
    1.2, 2.1, 5.1, 5.2, 5.3, 5.4
    Week 4 Experimental/Practical Skills in Physics
    Perform a practical – Simple Pendulum Period investigation
    Lab safety
    Categorise the prac parts using specific features
    1.2, 2.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4
    Week 5 Subject Outline in regards to Practical Skills
    Data based questions Chief Assessment Reports
    Assessment task 2
    1.2, 2.1, 2.2, 2.3, 2.5, 2.6
    Week 6 Learning Assessment Plan for Stage 1 and Stage 2 Physics
    Assessment Tasks Issues Investigation and Oral Presentation
    Assessment task 3
    1.1, 1.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.1, 6.2
    Week 7 Assessment and Grading with SACE Guidelines
    Feedback and Reporting
    3.7, 5.1, 5.2, 5.3, 5.4, 5.5, 7.3
    Week 8 (Review and Sum up) All standards
    Stage 2 student work for moderation.
    2.3, 3.2, 3.3
    Specific Course Requirements
    There are no additional course-specific 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
    Assessment Item Weighting Due Date Learning Outcomes
    Attendance, contribution and active participation in workshops and class exercises, Perform of a full Experiment, Collaboration with colleagues 10% TBA 1
    Develop a Concept map for a year 12 Physics topic- power point presentation. 20% TBA 1, 4, 9, 10, 11, 12
     Practical Skills Question in final Exam 20% TBA 1, 3, 4, 9, 12
    Consistent Grading of a year 12 Physics class 50% TBA 1, 3, 9 , 10, 11, 12
    Assessment Related Requirements
    Student must attend 80% of all Workshops. It is the student’s responsibility to make sure that they have signed off in workshops.

    Addressing University Graduate Attributes; 1-6, and APST Standards: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 7.3
    Assessment Detail
    Further details of individual assessment tasks will be provided and modelled during the sessions in advance of task submission.

    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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