EDUC 6540A - Psychology Curriculum & Methodology A

North Terrace Campus - Semester 1 - 2015

This course will introduce students to the year 11 and 12 SACE Curriculum in Psychology and discuss and develop appropriate learning methodologies and pedagogies for teaching it.

  • General Course Information
    Course Details
    Course Code EDUC 6540A
    Course Psychology 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 Major in Psychology or equivalent
    Restrictions Available to GradDipEd students only
    Course Description This course will introduce students to the year 11 and 12 SACE Curriculum in Psychology and discuss and develop appropriate learning methodologies and pedagogies for teaching it.
    Course Staff

    Course Coordinator: Ms Kate Cutts

    University Senior College
    kate.cutts@adelaide.edu.au
    Course Timetable

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

    Tutorial time: Mondays 9:00am – 11:00am
    Room: Nexus 10, Room 812 Smarte Room
  • Learning Outcomes
    Course Learning Outcomes
    #

    On Successful completion of this course student will be able:

    APST Standard

    AQF7/8 GA
    Semester One
    1

    Demonstrate deep knowledge and understanding of the complexity of the discipline and theteaching strategies of the learning area. 2.1 Knowledge 1,2,3,5,6,7

    2

    Design and sequence unit and lesson plans based on essential content of the subjectarea, curriculum, including effective assessment principles. 2.2 & 2.3 & 3.2 Application 1,2,3
    3

    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
    4

    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 7 3.2 Skills 2,3,5
    5

    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 Knowledge
    & Skills
    4, 5, 6, 7, 8
    6

    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
    7

    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. 1,2
    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, 7
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,2,4,6
    Skills of a high order in interpersonal understanding, teamwork and communication. 3,5,6,7
    A proficiency in the appropriate use of contemporary technologies. 1,3,4,5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1,5
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3,5,6
  • Learning Resources
    Required Resources
    SACE Psychology 2015 Subject Outline
    Download from: https://www.sace.sa.edu.au/web/psychology/stage-2/planning-to-teach/subject-outline
     
    Recommended Resources
    •   Carter, L. & Grivas, J. 2005. Psychology for South Australia Stage 1.
    •   Spencer, P. & Hartstone, M. 2007. Psychology for South Australia Stage 2.
    •   Whetham, P. & Day, A. (eds) 2003. Psychology Key Ideas Stage 2 Essentials Textbook. Second edition.
    •   Day, A., Whetham, P., & Whetham, L. 2004. Psychology Key Ideas Stage 1 Essentials Textbook.
    •   Bernstein, D. et al. (2011). Psychology 9e. Wadsworth
    •   Passer, M.W., and Smith, R.E. (2001). Psychology: Frontiers and Applications. McGraw Hill.
    •   Santrock, J.W. (2003). Psychology (7 th Ed.). McGraw Hill.
    •   Weiten, W. (2004). Psychology: Themes and Variations
    •   Myers, D.G. (2004). Psychology.
    •   Lintern, F., Williams, L., and Hill, A. (2003). Psychology AS for OCR. 
    Online Learning
    Course materials available on MyUni: www.myuni.adelaide.edu.au   
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Workshop style on campus and online tutorials with extensive opportunities to view and discuss teaching methodology as it relates to SACE Psychology. Students will be exposed to multiple resources for their teaching programs so that they may individualise future teaching according to the needs and context of their students
    Workload

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

    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 one. Students should expect that an additional 2 - 3 hours will be required for preparation. At the peak times of assessment, students can expect an increased time commitment.

    In addition, students are required to observe lessons of up to 2 hours, which fall outside of tutorial times.
    Learning Activities Summary
    Schedule
    Week Topic Lecture
    Week 1 Tutorial timetable & assessment requirements SACE Psychology Subject Outline
    What do you “observe” in a lesson? – Discussion board
    Selection of topics for Topic Plan Booking Observation Lesson
    Introduction to & structure of SACE Psychology Stages 1 & 2
    Week 2 Observation Discussion Board Online Resources
    Week 3 Teaching methods/learning activities
    Four levels of explanation of behaviour used in Psychology
    Unit, Topic & Lesson planning
    Week 4 Lesson planning Lesson planning
    Week 5 Learning & Assessment Plans (LAP) Evidence of learning & Assessment Types Assessment Design Criteria & Performance Standards
    Topic Plan (Planning & teaching)
    Assessment
    Week 6 Using the Performance standards Performance standards
    Week 7 Using the Performance standards
    Observation reflection (Oral assessment)
    Observation reflection
    Week 8 Topic Plan Practicum discussion Topic planning
    Specific Course Requirements
    None
    Small Group Discovery Experience
    Not applicable
  • 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 Weighting Learning Outcome
    Online resources worksheet. Research websites and professional organisations related to Psychology Formative Week 2 n/a 1,8
    Using the performance standards. Grade two student work samples. Formative Week 6 n/a 2,5
    Lesson observation. Four part task:
    1. Discussion board
    2. Observation
    3. Oral assessment
    4. Reflection (500 words)
    Summative 1.Wk 2
    2.Wk 6
    3.Wk 7
    4.Wk 7
    20%  3, 4, 5, 6  
    Lesson Plan Summative Wk 6 20% 2, 4, 5, 6, 7
    Topic Plan-planning & teaching Summative Wk 8 60% 2, 4, 5, 6, 7
    Assessment Related Requirements
    N/A
    Assessment Detail
    Task 1: Observation reflection
    In this task, you will observe a practicing teacher deliver a lesson in either Year 11 or Year 12 Psychology. The basis for your observation will be informed by the Australian Professional Standards for Teachers and participation in a group discussion board. Take notes during the observation and reflect on methodology used. You will share your observations through group discussion at Tutorial 7. The final written reflection is due at the end of Week 7.

    Task 2: Lesson Plan
    Prepare a plan for your first lesson in Psychology in your chosen topic. Your plan should include objectives, timing, student activities, teacher activities and resources.

    Your plan will follow a Microsoft Word template and exemplar available on MyUni. An assessment grid with weightings for criteria is available on MyUni.
     
    Task 3: Topic Plan (Planning & teaching)
    Imagine you are going on leave for four weeks and your replacement is a beginning teacher who needs very thorough details of the work to be covered in your absence. You are to prepare a TOPIC PLAN for one of the 13 SACE Psychology topics in either Stage 1 or Stage 2. Each student will be allocated a topic during the first tutorial. The replacement teacher should be able to easily follow your topic plan.
    The Topic Plan will be completed over 2 semesters. In Semester 1, the focus will be on planning and teaching. In Semester 2, the focus will be on assessment and reporting.

    At the end of the course, it would be envisaged that your topic plans can be distributed amongst your peers and each of you will then have a very thorough starting point for your future teaching. This type of resource sharing is a VITAL part of successful teaching, especially for beginning teachers. Please be open to the process!

    Your finished work must include:

    · An overall topic plan setting out the lesson allocation for the content/activities
    · Four weeks of individual lesson plans, two singles & one double, each 50 mins long per week
    · Handouts for learning activities, references to websites, DVDS as appropriate
    · Electronic copies of powerpoints or documents as appropriate

    Your plan will follow a Microsoft Word template and exemplar available on MyUni. An assessment grid with weightings for criteria is available on MyUni.
    Submission
    The Lesson Plan and Topic Plan (Planning & teaching) are to take a standard format. You will be shown a guide copy and the blank format will be available on MyUni.

    Wherever possible your work should be presented using Microsoft Word, Excel or PowerPoint. This enables sharing and future editing.

    Electronic versions of your assignment will be submitted by you on the MyUni site for this course.

    The Observation reflection involves both written and oral assessment.

    Please make direct written contact with the lecturer (kate.cutts@adelaide.edu.au ) prior to the due date should an extension be required.
     
    Students who require extensions on medical grounds should do so in writing prior to the due date. A medical certificate is required as supporting evidence.

    Grades and marks will not be deducted from assignments submitted late where a valid extension is negotiated.

    Assignments not submitted by the due date without a valid extension will be graded FNS (Fail No Submission).
    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.