EDUC 7526B - Italian Curriculum & Methodology B
North Terrace Campus - Quadmester 2 - 2022
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General Course Information
Course Details
Course Code EDUC 7526B Course Italian Curriculum & Methodology B Coordinating Unit School of Education Term Quadmester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Prerequisites EDUC 7526A Incompatible EDUC 6526B Restrictions Available to Postgraduate Initial Teacher Education students only Assessment Assessment task (45%), Planning learning task (including Lesson Plan and Unit Plan) (45%), Reflective participation (10%) Course Staff
Course Coordinator: Kim Draper
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
# Course Learning Outcomes
APST
GA Arts GA Uni 1 Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2 2 Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2, 3 2, 3 3 Demonstrate broad knowledge of appropriate strategies that can be used to evaluate teaching programs to improve student learning. 3.6, 5.4 3, 4, 6 3, 4, 6 4 Identify and interpret student learning needs and design learning strategies to respond to student diversity. 5.1, 5.2 2, 3, 5 2, 3, 5 5 Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative, and summative approaches to assess student learning in the subject area and for various curricula, SACE, AC and IB. 5.1, 5.2, 5.5, 7.2 2, 3, 5 2, 3, 5 6 Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4, 5.5 2, 3, 5 2, 3, 5 7 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 6 6 8 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 3, 5 3, 5 Note:
Australian Professional Standards for Teachers (APST):
http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1
Graduate Attributes: Faculty of Arts Graduate Attributes:
https://arts.adelaide.edu.au/learning-teaching/
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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 4, 5, 6 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2, 3, 4, 5, 6, 8 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
9 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
4, 5, 6, 8 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Students will be required to access locally relevant curriculum documents. Links to relevant curriculum documents on the web are provided below.Other lists of relevant websites and resources are also available on MyUni
Languages Policy
- National statement for languages education http://www.mceetya.edu.au/verve/_resources/languageeducation_file.pdf
- A rationale for language learning in the 21st century http://www.mltasa.asn.au/rationale.htm
- Melbourne Declaration http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
- NALSSP http://www.deewr.gov.au/Schooling/NALSSP/Pages/default.aspx
- Development of Australian Language Curriculum http://www.asiaeducation.edu.au/verve/_resources/AndrewScrimgeourLanguages_130410.pdf
Intercultural Language Learning
- Intercultural Language Teaching and Learning in Practice Project. http://www.iltlp.unisa.edu.au/
- Getting started on Intercultural Language Learning http://former.asiaeducation.edu.au/alplp/pdf/alplp.pdf
- The Report on Intercultural Language Learning http://www.curriculum.edu.au/nalsas/pdf/intercultural.pdf
Curriculum Frameworks
- The SACSA: Go to http://www.sacsa.sa.edu.au/index_fsrc.asp?t=Home And follow links to SACSA framework and companion documents
- SACE Curriculum Statements and Support Materials www.sace.sa.edu.au
- Australian Curriculum: www.australiancurriculum.edu.au F-10 overview
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
Teaching: Making a Difference
Rick Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. Nagel, K. Shaw2nd, 3rd or online edition are all acceptable
Assessment & Reporting: Celebrating Student Achievement
Brady, Laurie & Kennedy, Kerry 2012, , 4th edition, Pearson
Details of required and recommended texts and readings for your subject specialisation will be provided on your subject specialisation MyUni site and may also be included in the course outline under Learning Resources.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.
Scarino, A & Liddicoat, AJ. 2009, Teaching and Learning Languages: A Guide, Curriculum Corporation
A short and easy read guide to some of the practical questions of language teaching and learning. Highly recommended.
Wing Jan, Lesley. 2009, Write Ways: Modelling Writing Forms. Oxford University Press, Melbourne. $59.95A highly useful resource for teaching of and about writing texts for different purposes.
Online Learning
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.
Scarino, A & Liddicoat, AJ. 2009, Teaching and Learning Languages: A Guide, Curriculum Corporation
A short and easy read guide to some of the practical questions of language teaching and learning. Highly recommended.
Wing Jan, Lesley. 2009, Write Ways: Modelling Writing Forms. Oxford University Press, Melbourne. $59.95A highly useful resource for teaching of and about writing texts for different purposes.
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Learning & Teaching Activities
Learning & Teaching Modes
The focus of Curriculum and Methodology A & B courses is the practical application of theory. Topics covered in the common core seminars include teaching strategies, curriculum content, lesson and unit planning, assessment, classroom organisation, behaviour management within a supportive classroom environment. This will be contextualised for teaching your subject specialisation in workshops. Seminars and workshops will be interactive, incorporating a blend of whole class directed activity and group work.
Seminars and workshops will use a mix of online and face to face learning as well as requiring independent study outside of scheduled contact hours.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Full time students will be enrolled in 2 Curriculum and Methodology concurrently – one in each of 2 subject specialisation areas – each one scheduled over 8 weeks.
For each Curriculum and Methodology course students are required to attend the 2 hour workshop per week (or equivalent where scheduled as intensive blocks) and the scheduled common core seminars (Both Monday 11am-1pm & Monday 2-4pm).
Where, due to exceptional circumstances, students are unable to attend a seminar or workshop the lecturer in charge must be contacted as soon as practicable to negotiate how to catch up on missed work.
All students are expected to actively participate in seminar, workshop and online discussions and learning activities.
For each Curriculum and Methodology Course students are expected to spend additional time per week on individual work related to the course. This will primarily involve reading, research and preparation as directed during seminars and workshops. An average of approximately 4 hours per course per week is common.
Additional time will also need to be allocated for assessment tasks.Learning Activities Summary
Related Curriculum and Methodology Core Topics to be covered TOPIC
APST
Learning Outcomes
Curriculum Frameworks:
- SACE curriculum and quality assurance
- Australian Curriculum
- International Baccalaureate
- Steiner
- Using Curriculum frameworks to inform planning and practice
1, 2,3 1, 2, 3, 8 ICT Integration
- Using ICT effectively for teaching, learning and assessment
1.5, 2.1, 2.6, 3.4, 4.5 1, 2, 7 Planning learning:
- Underlying priciples and concepts
- Planning tools and resources
- Sourcing and evaluating teaching and learning resources
- Matching resources to needs and contexts
- Planning to meet student needs-getting from intentions to outcomes
- Developing capabilities as well as subject matter knowledge
- Integrating knowledge, skills and application
- Aligning and sequencing learning
- Scaffolding, coherency and making connections
- Planning to meet student needs
- Identifying and responding to changing conditions and needs
1.2, 1.5, 2, 3, 4.1, 4.4, 4.5 1, 2, 3, 8 Assessment:
- Assessment as an integral part of learning
- Principles of Assessment and Rules of Evidence
- Evidence of Learning
- Forms of assessment of learning progress and achievement
- Identifying and meeting individual needs
- Criterion based assessment
- Rubrics and marking schema
- Peer and self assessment
- Seeking, giving and receiving feedback
- Feedback, questions and learning
- Formative assessment
- Identifying strengths and challenges
- Competition, collaboration and cooperation
- Engaging learners
1.2, 3.3, 4.1, 5 2, 3, 4, 5,6, 7, 8 Measuring and reporting on achievement:
- Benchmarking and Moderation
- Marking and justifying professional judgement
- Recording Evidence and Reporting
- International and National testing and benchmarks-PISA,TIMMS, NAPLAN
3, 6, 5 5, 6, 7
Details of specific dates, times and locations for the Subject Specialisation workshops will be provided on MyUni.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting APST Learning Outcome Workshop Activities on Assessment Summative 20% 1, 2.1, 3.3, 3.6, 4.1, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 2, 3, 4, 5, 8 Portfolio Summative 40% 2.6, 3.3, 3.4, 3.6, 5.3, 5.4, 5.5, 7.1, 7.3, 7.4 1, 2, 3, 5, 6 Differential Learning Strategies Task Summative 30% 3.5, 3.6, 4.2, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 1, 2, 3, 4, 5, 7, 8 Attendance 10% 2.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 2, 7 Assessment Related Requirements
All Curriculum Methodology lectures are compulsory. An attendance roll is taken. This is in keeping with university policy:
Attendance at other structured learning activities may be mandatory provided the achievement of learning outcomes is substantially dependent on the attendance, e.g. an orchestra/ensemble, placement, field trip, tutorial or seminar where there is an expectation of an interactive learning process. (Assessment for Coursework Programs Policy, Procedure 1, paragraph c; http://www.adelaide.edu.au/policies/700/; Downloaded 30/1/2014).Assessment Detail
Criteria for Assessment, Portfolio and Differentiated Learning Strategies tasks include:
- Evidence of understanding of Australian Curriculum and SACE Curriculum requirements and guidelines for the subject matter
- Evidence of knowledge and understanding of APST standards regarding assessment and learning, and differentiated learning
- Evidence that resources have been selected for year level, subject matter and learning needs appropriateness
- Evidence of critical analysis, evaluation and reflection in selection of resources
- Folio includes resources for use with various year levels, various topics and various learner needs
- Evidence of understanding of the relationship between learning outcomes, learning activities and assessment
- Evidence of understanding of concepts of and purposes for formative and summative assessment
- Appropriate reference to the Principles of Assessment (Valid, Reliable, Flexible, Fair) and the Principles of Evidence (Valid, Reliable, Authentic, Sufficient)
- Evidence of understanding of moderation and benchmarking processes and their purpose
- Topic, learning activities and resources appropriate for the year level
- Learning activities and resources enable appropriate differentiated learning for a range of learning needs
- Learning Outcomes, Learning Activities and Assessment are in alignment
Workshop Participation:
All students are expected to ask questions, express their opinions, share their experiences and knowledge and listen to those of others in a respectful and professional manner. Where asked or instructed student will undertake activities in and in preparation for class in a timely and constructive manner.Submission
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.
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.