Please note that the views email system is ONLY read by the unit coordinator and emails meant for tutors Anton be passed on and therefore may not receive a response. On Campus If you wish to meet with your tutor please book an appointment time via email or phone. All tutors have set student consultation times.
Assignment Boxes Bankbooks SEE Assignment Boxes can be found in Building 1 near the entrance to Building 4 This Learning Guide is designed to support your learning. It should be read in conjunction with your unit outline.Table of Contents How this unit relates to your course Education is a complex field comprised of diverse and dynamic teacher, student and community populations. This unit focuses on the socio-political, economic and cultural milieu that shapes teachers’ work and school education in Australia. Teachers are required to understand the variety of, and changing nature of, the discourses and ideologies that both constitute and are constituted in schooling, teaching and learning in an increasingly multifaceted, globalizes environment.It is also essential that teachers in particular, but also those interested in related human services, engage with and understand the diversity of both individuals and the broader Australian community to promote equitable practices and to facilitate educational and professional transformation. Developing sociological understandings of education, knowledge, society and change can provide those working in education and similar services with an enhanced awareness of equity issues as well as crucial analytic and critical tools to address the diverse needs they may encounter in complex and ever-changing professional contexts.
This unit is one of the 16 units that provide opportunities for students as pre- service teachers to prepare for their future employment as a graduate teacher in Primary Education. Students will develop understandings about pedagogy and practice within the area of equity, diversity and social justice. The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Experience units. Education, Knowledge, Society and Change is a core unit for students in the Masters of Teaching (Primary).This unit is offered on-campus as a lecture, tutorial and online series. As professional learners, the students will have engaged with the seven Standards of a graduate teacher as described by the New South Wales Institute of Teachers, which has accredited the Master of Teaching (Primary) course. In regards to 1 01578, students engage with the allowing Elements and Aspects (See Professional Teaching Standards -NEWS institute of Teachers This course links to the following NEWS Institute’s National Standards for Teachers.
Standard 1: Know students and how they learn Standard 4: Create and maintain supportive and safe learning environments Standard 5: Assess, provide feedback and report on student learning Standard 7: Engage professionally with colleagues, parents/careers and the community On completion of this unit in the Masters Of Teaching (Primary) course, the graduate will have fulfilled the following course outcomes that align with the graduate attributes: Contribute to the development of innovative research-based practice by critiquing and interpreting research.Demonstrate enhanced leadership qualities and skills. Demonstrate more developed understanding and leadership in an educational/social/cultural setting. Demonstrate relevant skills in research strategies and their implementation and interpretation. Advance the profession by contributing to the development of educational professionals in the relevant Strand. Critically reflect upon learning and teaching practices in the relevant Strand. Develop innovative ways to initiate change in educational tenting and the broader community.
Collaborate and liaise with colleagues to build strong trans-disciplinary practice. Unit Learning Outcomes On successful completion of this unit, you should be able to: a) Analyses the role and impact of broader socio-political, economic and cultural dimensions on teachers’ work, schooling and education (AWAITS standard 7. 1); b) Explain how identities are socially constructed and describe how schooling and teaching can perpetuate and position particular understandings of various identities (AWAITS standard 1. , 1. 3, 7. 1 c) Apply theoretical tools to critically analyses schooling practices, policy, pedagogy and curricula (AWAITS standard 4. 1, 7.
2); d) Examine the theoretical, research and policy construction of the multiple dimensions of schooling, in particular in relation to class, race, ethnicity, Aboriginal, gender, and sexualities (AWAITS standard 1. 4) e) Describe the relationship between social justice, place, space, and identities and communities as they relate to the schooling (AWAITS standard 7. F) Develop knowledge and understanding of and respect for the diverse backgrounds of students, teachers and communities and the effects of these actors on learning (TIT SSL standard 4. 4, 1. 4); g) Describe the ways in which educators can develop and sustain the capacity of families, communities and the school to engage all students (AWAITS standard 4. 1, 1. 4, 3.
7, 7. 3, 7. 4) h) Evaluate policies and legislative requirements related to rights and responsibilities of students, parents, other community members and teachers (AWAITS standard 4. , 7. 2) I) Describe how supportive learning environments might be developed where students feel safe to risk full participation (AWAITS standard 4. 1 , 4. 4); j) Apply technology for facilitating learning and addressing issues pertaining to equity diversity (AWAITS standard 4.
5, 3. 4). Student feedback and improvements to the unit The University values student feedback in order to improve the quality of its educational programs.As a result of student feedback, the following changes and improvements to this unit have recently been made: (I) Review of readings (ii) Review of assessment tasks and structure Assessment Overview I Assessment for this unit will be based on the following components Assignment Item ‘Due Date Weighting Link to Unit Learning Outcomes (la) Group peer-teaching seminar task and (b) Hurdle task individual peer valuation Tutorial time allocation b, d, f, g, I, j (see above) Assignment 2 – Essay Word Limit – 2000 words Hard-copy assignment in tutor’s assignment box and final e-copy uploaded into Turning in vows by May October 14th pm. 0% a, c, e, g, h (see above) Students are required to keep a copy of all work submitted. Essential Requirements You need to have access to a computer where the Internet can be used to logon to e-learning (vows) for this unit. It would be useful to have Adobe Acrobat Reader.
It can be downloaded from the link at e-learning at I. JAWS http://www. Us. Du. AU/students/nonlinearities. There are computer labs for student use on each campus and there are provisions for students to access online materials at each of the campus libraries.Assignment Details Please note that extensions for assignments MAY ONLY be granted in extenuating circumstances AND where appropriate documentation is supplied (e.
G. Medical certificate) AND where correct procedures for the request are followed. Please ensure that you manage your time well and do not leave assignment completion to the last moment. It is recommended that students begin to work on their assignments early in the semester to interact any unforeseen circumstances that may arise closer to the due date and to help manage workload.The weekly lecture and seminar topic readings for the unit are recommended as an excellent starting point. Assignment 1: (1 a) Group peer-teaching seminar -and (1 b) peer evaluation -b Total worth 50% This assignment requires you, in groups, to a) develop and implement a peer teaching seminar; AND b) Individually undertake a peer-evaluation of another group’s peer-teaching seminar. The peer- evaluation is a hurdle task and must be completed as a component of Assignment (1 a).
What do I need to submit?CD from the group that is a copy of the group’s peer-teaching seminar Powering slides A 2 page overview of the group’s seminar plan with key points included A signed cover sheet (found at the end of the Learning Guide) for EACH member in the group. This should be signed and stapled together with other group members’ cover sheets Completed peer-evaluation form on the allocated day that you undertake your peer-evaluation. ‘l Submission details CDC (clearly labeled with ALL presenters’ full names, student numbers, topic and date) and the 2 page overview should be submitted to your tutor ON THEDAY of the peer-teaching seminar along with the signed cover sheets. Completed peer-evaluation forms should be submitted TO YOUR TUTOR on the allocated day that you undertake your peer-evaluation. Purpose -? How this assignment relates to learning outcomes In addition to the outcomes listed above, students will be able: To demonstrate and explain understandings of the various sociological theories and issues as presented in this unit in readings and lectures to date. To use one example of either youth culture or an education stimulus to explain and apply these theories/ concepts/issues.To teach peers about these understandings in a clear and coherent way using the software Microsoft Powering.
To build a culture of learning with peers. Process In order to complete this assignment you need to: Select one equity issue from the seminar topics in the Schedule of Teaching Activities below (up. 18-19). Ensure that you have registered for this topic. Note that there is a limit of 4 students per group. If your topic choice is ‘full’ you will need to select another topic. Please note that you cannot go to another tutorial class to implement your peer-teaching seminar task.
You just select a topic from those available within your own tutorial time and class. Using the readings allocated for that issue, that is the class readings and the seminar readings (listed), and if and where relevant lectures/readings from previous weeks and/or additional readings, develop a group peer- teaching seminar. Students should use Powering to support this task. The group seminar must explore the social justice/equity issue allocated to that week. Your group seminar should use whatnot think are the key ideas to explain/explore the issue and to share these with your tutorial peers.Groups would also draw briefly on one example of youth culture or an educational stimulus to help explain and analyses their topic / key issues and to add interest and clarity to the seminar (egg website, magazine article, music, educational policy, video game, recent event that impacts young people etc. ).
Your peer-teaching seminar may also explore how issues pertaining to equity, stereotyping and discrimination are represented, reinforced, explored, and exploited, the underlying power relations, as well as broader social, economic, cultural, and/or political implications.Your seminar content should include incinerations for teaching, learning, education and/or schools. Group formation and group expectations Groups should have a maximum Of 4 members. Groups should be formed and group members’ names registered with your tutor in the first tutorial. Each group will be allocated 25 minutes for their seminar. All group members should contribute equally to the organization of the seminar component of the first assignment and should lead the seminar for equal amounts of time. All groups will be stopped at 25 minutes.
It is important that members organize themselves so that each person is given sufficient time to speak/lead. It is up to group members to strictly adhere to this time allocation. Failure to do so may impact results and/or may result in not satisfying the criteria of the assessment. If you withdraw from the unit, please inform a) your tutor by email b) the unit coordinator by email and c) someone from your seminar group, so they know not to expect you to pa artic pate in the task. NOTE: All visuals must be saved on CO. Internet access cannot be guaranteed on the day.Important information for peer-group seminars This is a teaching seminar not a ‘presentation’.
Do not ‘write a speech’ on the slides. Do not rely heavily on notes. DO NOT ‘read your speech’… Remember you are teaching and sharing the information that you think is important with your peers. Students who read their peer-teaching seminar component will be stopped.
Consider your context. This is not a lecture. It is a peer-teaching / learning activity with a small group of ‘students’. That is, you are ‘teaching’ the (adult) class. You are expected to incorporate specified readings and references in your seminar.These should form the basis of what you discuss. It is vital you move beyond description and engage in a critical analysis of the issues presented.
Ensure that time limits are clearly communicated to all team members. This is the group’s responsibility. Consider your peers and don’t eat into their time. It is the responsibility of the group to address and find a solution to any disagreements – either academic or interpersonal – that may arise (but generally don’t). As a resource use the DVD ‘Thinking through Presenting” which will be made available to students either via the FL_JAWS site or via your tutor who will be able to provide copies.Assessment Item b – Peer evaluation task The Peer Evaluation is a hurdle task associated with the first assessment task. This requires students to choose one seminar topic to formally evaluate in order to provide feedback to the group conducting the session.
To complete this task, students will need to select a peer-group teaching seminar topic. This cannot be the seminar with which they are involved and ideally should not be in the same week of their own seminar. Students should register for the topic in the first tutorial.Please note that students need to register for two tasks -? the first is the peer-group seminar and the second is the seminar that they will evaluate and provide feedback. Students will be required to dead all of the seminar readings for the topic that they have chosen to evaluate in order to provide feedback to the presenters. This is an expectation of the task. The Peer Evaluation Feedback Sheets will be provided by your tutor and will need to be fully completed by you.
You should add an additional page for comments. Submit it to your tutor on the day of the presentation for grading and forwarding on to the appropriate group.Please note that feedback requires constructive and thoughtful criticism. As this is a teacher education degree, it is crucial that students learn to be inconsiderate and diplomatic when writing about the perceived positives and negatives of another person’s endeavourers. Any abusive or poorly considered response will automatically receive an Unsatisfactory grade for their component Of the seminar presentation. Assessment Standards MODULE 1 ASSESSMENT GUIDELINES In order to pass this unit, students must demonstrate adequate academic literacy and attain a Satisfactory level of understanding of the unit’s content and its application.Passing this unit and receiving an overall Satisfactory grade entails meeting a minimum of 6 of the 1 0 criteria for both assessment asks.
Therefore, to pass this unit, students MUST receive a Satisfactory grade on the two assessment tasks. Satisfactory Grades For each assignment there is an Academic Standard Criterion (ASS) and 10 assessment criteria. The ASS must be satisfactorily attained to be eligible to be assessed on Ethel O criteria for the assessment tasks. If the Academic Standard Criterion (see below) has been successfully met, you will be assessed on the 1 0 assignment criteria.A Satisfactory (S) assignment grade will be awarded IF a minimum of 6 of the 10 assessment criteria have been adds tautly achieved. Academic Standard Criterion The ASS requires the assignment to reflect an appropriate standard of academic writing that demonstrates engagement with the content of the unit. Appropriate standard of writing means using correct grammar, sentence structure and spelling, developing a coherent and logical argument and referencing with accordance to PAP style.
Unit engagement means that there is a clear indication that the student has participated with the unit, read all compulsory unit material and read and followed the criteria for the assignment. If this criterion is not met, the assignment may be failed, sugarless of the assessment against other specific assignment criteria. If the Academic Standard Criterion has NOT been successfully met, the assignment will be referred to the Master Of Teaching primary Academic Course Advisor and Academic Support Coordinator for consideration and advice with regard to progression in the course.Unsatisfactory Grades An Unsatisfactory (U) will be awarded if less than 6 of the criteria are achieved for that assignment. If a student receives between 4 or 5 of the 10 criteria in ONE assignment and receives satisfactory on the second assignment (I. E. 6 or ore out of 10), then that student may be eligible to undertake a make-up task to give them an opportunity to pass the unit (I.
E. Achieve a minimum of 6 for two assignments). This is at the discretion of the Unit Coordinator. Students awarded 3 or less for either assignment will receive an Unsatisfactory grade for the unit.Scenarios Example 1 . A student receives Satisfactory across 6 out of the 10 criteria. In the second assignment for the unit, the student achieves Satisfactory across at least 6 of the 10 criteria.
Since this student achieved the Satisfactory minimum of 6 of the criteria for both assignments 1 and 2, this student will ass the unit. Example 2. A student receives Satisfactory across 8 out of the 10 criteria for the first assignment. In the second assignment for that unit the student achieves Satisfactory for 3 of the 10 criteria.As the second assignment demonstrated a satisfactory level on fewer than 4 of the criteria the student is ineligible to receive a make-up task. This student will fail the unit as they have not achieved satisfactory 6 of the criteria for both assignments. Example 3.
A student receives Satisfactory across 6 out of the student achieves satisfactory for 5 of the ID criteria. As the second assignment demonstrated a satisfactory level on more than 4 of the criteria the student is eligible to receive a make-up task at the discretion of the Jinni Coordinator.If this make-up task achieves satisfactory of 6 of the criteria, the student will receive Satisfactory for the unit. Note: A make-up task is only potentially available to students if they have met 6 or more of the criteria on at least one of the two assignments, and 4 or more of the criteria on the second assignment. Students who are eligible to undertake the make-up task must contact the unit Coordinator by email within ONE week of marks being leased in flaws. Students will have one week to complete the make-up task from the date of issue by the Coordinator.