EDUC 6543B - Alternative Curricula B

North Terrace Campus - Semester 2 - 2015

This course is designed to provide an overview of current trends in alternative curriculum, specialist schools and programs where innovative pedagogy and differentiated teaching support the 21st century teacher in the global teaching market. Students will provide a written case study of a specialist education program, present this in a group and assess their peers? presentations.

  • General Course Information
    Course Details
    Course Code EDUC 6543B
    Course Alternative Curricula 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 None
    Incompatible EDUC 6517B
    Restrictions Available to Grad Dip Ed students only
    Course Description This course is designed to provide an overview of current trends in alternative curriculum, specialist schools and programs where innovative pedagogy and differentiated teaching support the 21st century teacher in the global teaching market. Students will provide a written case study of a specialist education program, present this in a group and assess their peers? presentations.
    Course Staff

    Course Coordinator: Ms Tammy Edwardson

    Ms Tammy Edwardson
    School of Education
    University of Adelaide
    Level 8, Room 8.22
    Nexus 10 Building, 10 Pulteney Street
    Adelaide, 5005 SA
    Ph: +61 8 8313 2020
    Email: tammy.edwardson@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

     1 Identify and critically analyse key aspects of the social, psychological, political and economic contexts of alternative education and schooling.
    2 Use influential educators and their articulation of pedagogy to analyse alternative educational and schooling contexts.
    3 Describe and evaluate the evolving nature of alternative education.
    4 Discuss the current, global practices of alternative education.
    5 Scrutinize how mainstream education draws from alternative practices.
    6 Develop teamwork, high order analytic and problem solving skills, advanced written and oral communication.

    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, 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, 5 & 6
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5 & 6
    Skills of a high order in interpersonal understanding, teamwork and communication. 3, 5 & 6
    A proficiency in the appropriate use of contemporary technologies. 1 & 4
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2, 3, 4 & 5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 2 & 6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 5 & 6
  • Learning Resources
    Required Resources
    Weekly readings may be accessed through a combination of on-line materials and a course reader available for purchase from the image and copy centre (Level 1, Hughes building).

    Additional resources and links will be available on the MyUni site. Please explore the site and familiarise yourself its layout.
    Recommended Resources
    Key recommended text:
    Nagata, Y. (2007) Alternative Education: Global Perspectives Relevant to the Asia-Pacific Region Education in Asia-Pacific Region v. 10.
    This text is available as a free downloadable e-book from the Barr-Smith Library.

    Additional texts:
    Carl Rogers, Freedom to Learn.
    Leo Tolstoy, Tolstoy on Education.
    Krishnamurti, Education and the Significance of Life.
    Maria Montessori, The Discovery of the Child (earlier edition, The Montessori Method).
    John and Evelyn Dewey, Schools of Tomorrow.
    John Holt, How Children Fail.
    A. S. Neil, Summerhill.
    Ivan Illich, Celebration of Awareness.
    Paulo Freire, Pedagogy of the Oppressed.
    Kierran Egan, The Educated Mind: How cognitive tools shape our understanding.
    Online Learning
    A range of online materials have been provided through the MyUni site. Please visit the course site asap and explore.
    Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Engaged discussion and analysis of a range of materials, including classroom video footage and case studies. Lectures supported by problem-solving tutorials developing materials covered in lectures. Intensive small group discovery process guided by lecturer.
    Workload

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

    Course contact is two hours per week. Two hour tutorial. (Plus additional 2 hour lecture from Core Component)
    Allow at least two hours per week for assigned reading materials from this part of the course.
    Learning Activities Summary
    Series of lectures and student led activities.
    Details to be announced.
    Specific Course Requirements
    Not Applicable.
    Small Group Discovery Experience
    A semester long group project provides ample opportunity for small group discovery.  Weekly discussions are held with the lecturer to facilitate the process.
  • 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 Individual Essay 80%
    Meets Graduate Attributes 1, 2, 3, 4, 5, 6.
    Due Date: Friday 14th November

    Assignment 2 Group Presentation 20%
    Meets Graduate Attributes 1, 2, 3, 4, 5, 6.
    Due Date: Dates for presentations will be arranged in the final week of teaching.
    Assessment Related Requirements
    Not Applicable.
    Assessment Detail
    Individual Essay and Alternative School Design:

    During class sessions, you will be assigned a group to work collaboratively to in order to design your own alternative education school. Assignments 1 & 2, sit within this project. 

    Assignment 1: Individual Essay 80% Individual Component

    Assignment 1 is your individual contribution, a topic essay. It stems from the work you have down on the collaborative project, but is your own product, and can diverge from the group topic if you wish.

    Opportunity to discuss possible essay choice will be provided in tutorials.

    Length is 1500 words. See recommended approach and rubric below for content information.
     
    Assignment 2: Conference group presentation 20% Group Component

    Assignment 2 is your group presentation of the group’s alternative education school design.

    Presentation will be 25 minutes + 5 minutes to set up. (depending on class size)
    Location will be same as tutorial room.
    Have access to power point, digital camera (akin to OHP), CD, DVD and video facilities.

    Qualities you may consider for your school design:
    Physical structure of school / classrooms
    Curriculum design, subject range etc.
    Timetabling.
    Delivery of ICTs (or not)
    School Relationships (between staff-staff; staff-students, students-students)
    Community / Parent involvement.

    There are three questions your school design must cover when considering these qualities:
    How is creativity/play included in your design?
    Have you demonstrated sensitivity to the ‘whole child’ in your school design?
    Have you addressed the heart, that is, trusting relationships in your school design?
     
    Further assistance and information will be provided in lectures.
    Submission
    Submission of Assignment 1
    Hard Copy Submission, with appropriate cover sheet. Submitted in relevant box on ground floor of HUB.
    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.