EDUC 6538B - Modern Greek Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2014

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 6538B
    Course Modern Greek 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
    Prerequisites Pass in 6 courses of Modern Greek
    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 Judith Thomas

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Through workshops: Students will explore beliefs and experiences of language learning in shaping their identities as language learners
    2 Through workshops; Students will examine curriculum for teaching language in middle and senior years
    3 Through workshops: Students will analyse and critique teaching strategies for effective language learning
    4 Through assignments: Students will collaborate with peers to practice teaching strategies
    5 Through assignments: Students will design a series of lessons structured around an authentic text
    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. 2,4,5
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,3,4,5
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,3,4,5
    Skills of a high order in interpersonal understanding, teamwork and communication. 1,3,4
    A proficiency in the appropriate use of contemporary technologies. 2,4,5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,3,4,5
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,3,4
  • Learning Resources
    Required Resources

    Students are encouraged to spend time becoming familiar with locally relevant curriculum documents

    that are referred to throughout the course and those listed below. Other lists of relevant websites and

    resources are also available on MyUni .

    Languages Policy

    Intercultural Language Learning

    Curriculum Frameworks

    National curriculum reports and professional learning projects

    • The Guide to teaching languages http://www.tllg.unisa.edu.au/ 

    • The Professional Standards Project http://www.pspl.unisa.edu.au/ 

    • An Investigation of the State and Nature of Languages in Australian Schools http://www.dest.gov.au/NR/rdonlyres/82B80761-70BD-47A6-A85A-17F250E11CBA/22998/SNfinalreport3.pdf 

    • Victorian review of language learning http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/language-learning-report.pdf 

    • National Forum Chinese Language Education http://www.asiaeducation.edu.au/verve/_resources/ChinaReport.pdf 

    • Current State of Japanese Language Education http://www.asiaeducation.edu.au/verve/_resources/JapanReport.pdf 

    • Australian Education Review Second Languages and Australian Schooling http://research.acer.edu.au/aer/8/ 

    • National Curriculum website - keep eyes here http://www.acara.edu.au/languages.html 

    Recommended Resources

    Emmitt, E. Pollock, J and Komesaroff, L. 2003, Language and Learning, Oxford University Press, South Melbourne. $49.95

    A general reader on understanding language and language learning. This well referenced Australian publication aims to encourage reflection on classroom practice through understanding and awareness of language in its social and cultural contexts.

    Lightbrown, PM. & Spada, N. 1999, How Languages are Learned, Oxford University Press, Oxford. $59.95

    An introduction to the main theories of first and second language acquisition for second and foreign language teachers. This book includes a very useful chapter called ‘Popular ideas about language learning’ that could be used to better inform your school community (students, staff and parents) about language learning
    Wing Jan, Lesley. 2009, Write Ways: Modelling Writing Forms. Oxford University Press, Melbourne. $59.95
    A highly useful resource for teaching of and about writing texts for different purposes.
    Online Learning

    Students are encouraged to contribute to lesson resources on the Languages MyUni site. Students will be required to post their group lesson plan and handouts on MyUni for sharing in a collaborative resource bank. Discussion online for all students will be expected while on observation in the schools.

    Discussion online of key educational issues for all students will be expected and assessed throughout each semester.

    Other curriculum

  • Learning & Teaching Activities
    Learning & Teaching Modes

    This course will be taught through a weekly 2 hour workshop and will be run in conjunction with the Compulsory CAL course. The course will run for 8 weeks in Semester 1 and a further 8 weeks in Semester 2.

    The course gives opportunity for practical application of language teaching strategies within a supportive classroom environment. Workshops will be interactive, incorporating a blend of whole class directed activity and, where possible, language specific group work. This will depend on student enrolment numbers in particular languages within the cohort.

    In the first workshops, students will be encouraged to explore their own beliefs and experiences of language learning in shaping their identities as language teachers. During these first weeks the course will focus on lesson planning with opportunity for practice through group presentations of a text type. The group presentation will support students in working toward the major individual assessment piece for this course.

    First semester workshops will also look at unit planning with reference to current curriculum documents. Semester two workshops will examine assessment, SACE curriculum, whole school language Planning , Resources and Reporting.

    The practical focus of the workshops will allow strategies in effective classroom management to be regularly practised and shared in preparing for teaching practice blocks.

    Workload

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

    The contact time for the course is two hours per week. On top of this students are expected to spend approximately two hours per week on individual work related to the course. This will primarily involve familiarisation with specific curriculum documents and reading and preparation as directed during seminars. Time spent on formal assessment tasks is in addition to weekly reading.

    Learning Activities Summary

    No information currently available.

    Specific Course Requirements
    Students will be required to arrange times outside* of workshops to meet with their group to prepare group presentations for Assignment 1(see pgs 11-14).
  • 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

    Assignment 1 Course Learning Objective D & AITSL Standards 1-7 - 70%

    Group presentation: Year 8 Text Analysis Due Date: Monday 29th April

    Assignment 4 Course Learning Objectives A,B,C & AITSL Standards 1-7 - 30%

    Online Discussion of eight weekly set topics based on key educational issues. Assessment is individual.

    Due Date: TBA. Topics Set Weekly: Weeks 1, 2, 3, 4, 5, 6, 7, 8 each semester

    Assessment Related Requirements
    Attendance at seminars is compulsory.
    Assessment Detail
    Please refer to assessment guidelines and criteria: Assignments Alpha Langs pgs 11-14.
    Submission

    Assignment 1 is to be submitted to the course coordinator immediately prior to your scheduled group presentation. Resources should be posted on MyUni the same day.

    Assignment 2 is an Online Discussion of Weekly Topics. Please refer to your program handbook for further details.

    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.