EDUC 4106 - Biology Curriculum & Pedagogy (UG)

North Terrace Campus - Semester 1 - 2022

The focus of this course and its companion Curriculum and Pedagogy is learning and teaching theory and its application in practice for teaching. This includes planning, developing and assessing learning for diverse student cohorts in line with the Australian and SACE Curriculum requirements in this subject specialisation.

  • General Course Information
    Course Details
    Course Code EDUC 4106
    Course Biology Curriculum & Pedagogy (UG)
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of Biological Science
    Incompatible EDUC 4510A and 4510B
    Course Description The focus of this course and its companion Curriculum and Pedagogy is learning and teaching theory and its application in practice for teaching. This includes planning, developing and assessing learning for diverse student cohorts in line with the Australian and SACE Curriculum requirements in this subject specialisation.
    Course Staff

    Course Coordinator: Kim Draper

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Demonstrate deep knowledge and understanding of the concepts, substance, and structure of the content area and the complexity of the discipline teaching strategies in the learning area.

    2. Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles.

    3. Demonstrate understanding of assessment, moderation, and its application to support consistent and comparable judgments of student learning.

    4. Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including the use of ICT.
    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, 2, 3, 4

    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.

    2, 3

    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.

    3

    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.

    4

    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.

    2,3

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    2,3

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    4

    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.

    1, 2, 3, 4
  • Learning Resources
    Required Resources
    1. Brady, L., & Kennedy, K. (2019). Curriculum Construction (6th edn.). Melbourne, Victoria: Pearson.

    2. Brady, L., & Kennedy, K. (2019). Assessment and Reporting: Celebrating Student Achievement (5th edn.). Melbourne, Victoria: Pearson.

    3. Flinders, D., & Thornton, D. (2017). The Curriculum Studies Reader (5th edn.). London: Routledge.

    4. Kelly, A. (2009). The Curriculum: Theory and Practice (6th edn.). London: SAGE.

    5. Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, Principles, and Issues (7th edn.). Essex, UK: Pearson.

    6. Smith, D., & Lovat, T. (1995). Curriculum: Action on Reflection Revisited (3rd edn.). Wentworth Falls, NSW: Social Science Press.

    7. Webster, S., & Ryan, A. (2018). Understanding Curriculum: The Australian Context (2nd edn.). Melbourne, VIC: Cambridge University Press.
    Recommended Resources
    Refer to MyUni
    Online Learning
    Refer to MyUni
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Refer to MyUni
    Workload

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

    Three hour tutorial/workshop per week
    Learning Activities Summary
    Wk  
    Lecture Topic/Themes
    AITSL Standard
    1

    The importance of planning in teaching
    • Lesson plans
    • Planning a sequence of lesson plans that incorporates each of the APST

    1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
    2 • Theoretical justification for the pedagogical approaches.
    • Justification for the inclusion of stipulated resources.

    1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
    3 The application of curriculum theory: theory into practice
    • Curriculum design, development, and implication as it relates to “units” of work.

    1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
    4 • Interpreting relevant curriculum frameworks for curriculum design.
    • “Unit of work” exemplars.
    • “Unit of work” workshop.

    1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
    5 The importance of assessment in teaching
    • Planning indicates assessment for learning, of learning, as learning
    • Theoretical justification for the assessment approaches

    5.1, 5.2, 5.3, 5.4, 5.5
    6 The application of assessment: theory into practice
    • Developing assessment tasks that are curriculum specific (inclusive of unit of work) that use relevant curriculum frameworks.

    5.1, 5.2, 5.3, 5.4, 5.5
    Mid Semester Break Two Weeks + One Week School Holidays 
    Professional Experience  (Placement) Total Five Weeks

    7 • Interpreting relevant curriculum frameworks for developing assessment tasks.
    • Assessment task exemplars.
    • Assessment task workshop.

    5.1, 5.2, 5.3, 5.4, 5.5
    8 • Reporting and feedback on assessment.
    • Exemplars of reporting and feedback.
    5.1, 5.2, 5.3, 5.4, 5.5
    Specific Course Requirements
    Refer to MyUni
  • 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
    COURSE LEARNING OUTCOME(S)
    Assessment Task #1, Part A:
    A series of 8-10 lessons plans

    Summative 1, 2, 3 & 4
    Assessment Task #1, Part B:
    A unit of work (inclusive of lesson plans from assessment task 1, part A)

    Summative 1, 2, 3 & 4
    Assessment Task #2 Part A:
    Designing an assessment task (inclusive of lesson plans from assessment task 1, part A & B)

    Summative 1, 2, 3 & 4
    Assessment Task #2, Part B: grading/marking criteria Summative    1, 2, 3 & 4
    Assessment Related Requirements
    Not applicable
    Assessment Detail
    Assessment
    Description
    Assessment Task #1, Part A   
             
    A series of 8-10 lessons plans

    Assessment Task #1, Part B

    A unit of work (inclusive of lesson plans from assessment task 1, part A)

    Assessment Task #2 Part A

    Designing an assessment task (inclusive of lesson plans from assessment task 1, part A & B)

    Assessment Task #2, Part B Grading/marking criteria
    Submission
    Refer MyUni
    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.

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