EDUC 1100 - Introduction to Teaching and Learning

North Terrace Campus - Semester 1 - 2021

This course provides opportunities for students to understand the notion of teaching as a standards-based profession. Students will gain an initial understanding of curriculum theory with an emphasis on the Australian curriculum, the SACE, and the International Baccalaureate. Students will have opportunities to develop effective teaching and learning strategies. The topic demonstrates a variety of instructional approaches for students' learning and engages students with the processes involved in planning, implementing, and evaluating teaching and learning programs. A major focus of the course allows students to gain a knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages, drawing on historical and philosophical knowledge, including learning a basic knowledge of the Kaurna language. Students will participate in the eLearning Program that requires students to own an iPad with pencil and keyboard. The University of Adelaide will assist students with procurement upon enrolment.

  • General Course Information
    Course Details
    Course Code EDUC 1100
    Course Introduction to Teaching and Learning
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Incompatible EDUC 1002
    Restrictions Available to Bachelor of Teaching, Bachelor of Teaching (Middle) and Bachelor of Teaching (Secondary) students only.
    Assessment Planning and Implementing a Lesson, Analysis of a Teaching Situation, ePortfolio, School Placement (Hurdle)
    Course Staff

    Course Coordinator: Dr Nina Maadad

    Dr Nina Maadad
    School of Education
    The University of Adelaide, AUSTRALIA 5005
    Level 8, Room 8.33
    Nexus Building
    Ph : +61 8 8313 3711
    Fax : +61 8 8313 3604
    Email :
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    APST (Graduate)
    1  Demonstrate broad knowledge and understanding of teaching as a standards based profession. 2.1, 6.1
    2  Identify and plan for effective teaching for student learning. 2.2, 2.3, 3.1, 3.3, 3.4, 3.5, 4.2, 4.5
    3 Demonstrate broad knowledge and understanding of the relevant curriculum frameworks and pedagogical approaches in Australia schooling. 2.3, 2.6
    4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages, drawing on historical and philosophical knowledge, including learning a rudimentary knowledge of the Kaurna language. 1.4, 2.4
    5 Demonstrate a variety of instructional approaches for student learning that provide achievable challenges for students of varying abilities and characteristics. 1.3, 1.5, 1.6, 3.1
    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, 4, 6
    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, 4, 5
    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
    3, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 2, 5
    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, 5
    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
    1, 3, 4, 5
  • Learning Resources
    Required Resources
    Whitton, D., Martin, D., Wood, D., Maadad, N. and Daniels-Mayes, S. (2021). Teaching: Early Childhood, Primary and Secondary (1st Edition). Cengage
    Recommended Resources
    Whitton, D et al. (2020). Teaching: Early Childhood, Primary and Secondary. Cengage Learning Australia: South Melbourne, Victoria.
    Online Learning
    Lectures and all other materials used in the course will be available on MyUni over the semester. The course will also include announcements, discussion boards, reading materials, external web-links and lecture recordings.

     Mr Les Hankin’s Essay and Referencing Template:

    Reproduced with kind permission is Dr Anthony Potts and Mr Les Hankin’s Essay and Referencing Template™. You may profit
    from reacquainting yourselves with it prior to and during your essay and
    assignment work.


    These points have emerged from marking essays.

    Please note: You will be expected to have taken account of these points when you write your essay.

    1.      Plan the shape and structure of the assignment and indicate this in the introduction: “In this assignment …” Then stick to
    your plan and use subheadings to keep you there.

    2.      It is perfectly acceptable to include your opinions but only after you have considered all the evidence you can muster from respectable and authoritative sources. Keep all your opinions to the conclusion at the end.

    3.      Think of themarker. Use headers and footers for your name and page number.

    4.      Recommended layout: Arial 12 pt, with 2 lines spacing. This is the academic standard. You don’t ever need to use italics or underlining or bold. Keep bold for headings only.

    5.      Subheadings are very useful for organising your ideas.

    6.      If you must use quotations, they must flow from the text, not disrupt it.

    7.      Address the question! Also, you must use the full word allowance or close to it. (Check in pull-down menu: File/ Properties).

    8.      Never ever have one-sentence paragraphs. Paragraphs are for building ideas. Use paragraphs. They are a great invention. They organise the prose and ease the eye.

    9.      Stick to the Harvard referencing system and never use numbered footnotes.

    10.   You need to demonstrate that your work is informed by current academic thinking. Websites don’t convey this, but rather the opposite.

    11.   URLs on their own are not acceptable. Never cite any website that doesn’t have .ac or .gov in them. There is no way of proving the veracity of what they say.

    12.   Spelling! Where/ were; there/ their! It’s = it is! Apostrophes are important!

    13.   Grammar: if in any doubt, use a full stop and start a new sentence. A sentence must have a verb.

    14.   Have someone proofread your submission, aloud, to check its grammar works.

    15.   Accuracy in names is important.

    16.   Use the spelling / grammar check on Word (Press F7 key at the top.)

    17.   Avoid words like ‘amazing’. You need to be academic and objective.

    Referencing is a very important aspect of your work and is not tutors being fussy. It demonstrates your academic reading and

    18.   When citing sources (Oxfam 2004) make sure this is carried through and included in the reference list at the end. A reference
    list is essential and must follow on immediately in the same file. Do not separate them or leave a gap in your essay.

    19.   A set of references that is only drawn from the Net is not acceptable. It comes over as laziness. Be adventurous: use the Library.

    20.   Look at how references are laid out in the set books to get it right, but the following table explains all eventualities.


    In the main body In the Reference List/ Bibliography
    One author Penn (2005) - if paraphrasing.
    Penn (2005:99) – if a direct quote.
    Penn, H. (2005) Understanding Early Childhood.
    Maidenhead: Open University Press.

    Two authors
    note the position of (2nd edn)
    This is the 2nd edition of
    this book.
    Blenkin and Kelly (1996) – if

    and Kelly (1996:15) – if a direct quote.
    Blenkin, G.M. & Kelly, A.V. (1996) Early
    Childhood Education (2nd edn).
    London: Paul Chapman.
    More than two authors Gopnik et al. (1999) or
    et al. (1999:21) - if direct quote.
    Gopnik, A., Meltzoff, A. and Kuhl, P. (1999) How
    Young Babies Think. London:
    Weidenfeld & Nicolson.
    A chapter from an edited book
    Mukherji (2005) or
    (2005:145) – if direct quote.
    Mukherji, P. (2005) ‘The importance of health’,
    in Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential
    Early Years. London:
    Hodder Arnold.
    A quote about another author within the text – a secondary citation.
    David (cited in Bruce, 2005) or
    David (cited in Bruce, 2005:17) - if direct quote

    Bruce, T. (2005) Early Childhood
    Education. (3rd edn). London: Hodder Arnold.

    (i.e.David will not appear in the Reference List/Bibliography because you have not
    read David’s original work; you have read about it in Bruce’s book)
    Newspaper article
    Furedi (2004) or
    (2004:15) – if direct quote
    Furedi, F. (2004) ‘Plagiarism stems from the
    loss of scholarly ideals’, Times Higher Education Supplement. 6 August, p.16
    Online newspaper article
    Furedi (2004) or
    (2004:15) – if direct quote
    Furedi, F. (2004) ‘Plagiarism stems from the
    loss of scholarly ideals’, Times Higher Education Supplement. p.16. (accessed 12 February 2005)
    Journal article Dryden et al. (2003) Dryden, L., Hyder, T. & Jethwa, S. (2003)
    ‘Assessing individual oral presentations’, in Investigations in University Teaching and Learning, vol. 1, no. 1, pp.79-83.
    Electronic Journal
    Kwon (2002)

    Kwon, Y.I. (2002) ‘Changing Curriculum for Early Childhood Education in England’, in Early Childhood Research & Practice, vol. 4, no. 2. (accessed 30 June 2006)
    Website with author Stainthorp (2003) Stainthorp, R. (2003) ‘Use it or lose it’.
    (accessed 6 October 2004)
    Website without author but linked to a
    recognisable organisation
    Froebel Foundation (2005)  Froebel
    Foundation (2005) ‘Three Education Principles’ Education Principles. (accessed 29 July 2005).

    This chart is adapted from: Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.


    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 ( 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.