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 : nina.maadad@adelaide.edu.au

		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

Whitton, D., Martin, D., Wood, D., Maadad, N. and Daniels-Mayes, S. (2021). Teaching: Early Childhood, Primary and Secondary (1st Edition). Cengage

Whitton, D et al. (2020). Teaching: Early Childhood, Primary and Secondary. Cengage Learning Australia: South Melbourne, Victoria.

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
commitment:

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 Also note the position of (2nd edn) This is the 2nd edition of this book.	Blenkin and Kelly (1996) – if paraphrasing. Blenkin 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 Gopnik 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 Mukherji (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 Furedi (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 Furedi (2004:15) – if direct quote	Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideals’, Times Higher Education Supplement. p.16. http://thes.co.uk. (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. http://ecrp.uiuc.edu/ (accessed 30 June 2006)
Website with author	Stainthorp (2003)	Stainthorp, R. (2003) ‘Use it or lose it’. http://www.literacytrust.org.uk/Pubs/stainthorp.html (accessed 6 October 2004)
Website without author but linked to a recognisable organisation	Froebel Foundation (2005)	Froebel Foundation (2005) ‘Three Education Principles’ Education Principles. http://www.froebel.com/ (accessed 29 July 2005).