EDUF1018 2021 Uo S Outline PDF

Preview

Summary

Unit of Study Outline...

Description

EDUF1018: Education, Teachers and Teaching Key details Unit code

EDUF1018

Unit name (search)

Education, Teachers and Teaching APPROVED

Unit name

Education, Teachers and Teaching

Module type (SITS)

Standard (internal credit)

Level

1000 Level

Effective date

2021 (Sem 1, Int Mar, Sem 1A, Sem 1G, S1CVP3)

Credit points

6

Field of Education (ASCED)

070100 - Teacher Education

Learning taxonomy Current system unit coordinator

Remy Yi Siang Low

System unit coordinators

Remy Yi Siang Low Valerie Harwood

Owning department, school or discipline:

Education (EDSW-00-X30)

Classes (Handbook) Unit description

This unit of study is the first of five units that make up the program of Education Studies. This program is the core curriculum for students enrolled in initial teacher education courses. Units within this program are also of relevance to students enrolled in other courses. This first unit provides an introduction to key issues in education, including: the complexity of teachers' work, the contested nature of knowledge, and the multiple ways that formal learning functions in society. Equity and social justice are key themes that are examined by drawing upon concepts derived from the sociology of education, cultural studies, curriculum theory, and educational research. At the conclusion of the unit students should have developed and demonstrated a critical understanding of education, teachers and teaching.

Learning outcomes At the completion of this unit, you should be able to: #

Description

LO1

describe the complexity of teachers' work in a knowledge-based society

LO2

identify ways of knowing and knowledge production associated with the intended and enacted curriculum

LO3

trace historical and contemporary features of the profession of teaching

LO4

engage in critical discussions about the changing nature of teachers' work as reflected in media, popular culture and educational research

LO5

describe different types of teachers' work, such as interpretative, pedagogical, discursive, relational and institutional work

LO6

apply an understanding of different types of teachers' work to explaining variations in young peoples experiences of schooling

LO7

disrupt deficit understandings of why young people who experience racism, homophobia, and other forms of social exclusion do not achieve equitable outcomes from schooling.

Primary course for ULO to GQ mapping Primary Course Not Mapped Assumed knowledge No assumed knowledge listed Assessment grading

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1). As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard. Result name

Mark range

Description

High distinction

85 - 100

Work is of an exceptional standard

Distinction

75 - 84

Work is of a very high standard

Credit

65 - 74

Work is of a good standard

Pass

50 - 64

Work is of an acceptable standard

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

Page 1 of 8

EDUF1018: Education, Teachers and Teaching Assessments Assessment (Handbook) 2000wd critical reflections on lectures (40%), 1800wd essay (40%), seminar presentation (20%)

Normal (lecture/lab/tutorial) day Assessment summary Critical reflections on lectures and required readings: You are required to write a critical reflection on 10 of the lectures and readings between weeks 2-5 and 6-10. Each reflection should be approximately 200 words. Four of your ten reflections will be assigned a mark out of 10. Nomination of a person or organisation for the award- global educator of the year: This assessment will be completed in groups. Students are required to submit a values statement and collaboration plan, then deliver a nomination presentation during tutorial time. Experiences of education- critical narrative: You are required to write a reflective narrative about your in/formal experiences of education. Detailed information for each assessment can be found on Canvas.

Late penalties

No Final exam No In-semester test No Group work In-class assessment Assessment type:

Presentation

Weight:

20

Week due:

Multiple weeks

Learning outcomes:

1,2,4,5

Individual or group:

Group

Pass/fail:

False

Non-weighted/variable:

No

Hurdle task:

No

Formative:

No

Assessment type description: Please see Canvas for more details No Skills based assessment Submitted work Assessment type:

Assignment

Weight:

40

Week due:

Multiple weeks

Learning outcomes:

1,4,5,6,7

Individual or group:

Individual

Pass/fail:

False

Non-weighted/variable:

No

Hurdle task:

No

Formative:

No

Assessment type description: 10 Critical reflections, each 200 words. Please see Canvas for more details Assessment type:

Assignment

Weight:

40

Week due:

Week 12

Learning outcomes:

1,2,3,5,6,7

Individual or group:

Individual

Pass/fail:

False

Non-weighted/variable:

No

Hurdle task:

No

Formative:

No

Assessment type description: Please see Canvas for more details No Exam - DO NOT USE

Page 2 of 8

Assessments competency mapping Mode of delivery

Assessment type

Assessment title

Framework

Normal (lecture/lab/tutorial) day

Presentation

Global Educator of the Year

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach)

Competencies 1.1.1

TPA A

1.3.1

A

1.5.1

A

2.6.1

A

3.1.1

A

3.3.1

A

7.4.1 Assignment

Critical reflections on lectures and required readings

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach)

1.3.1

A A

1.4.1

A

2.4.1

A

6.2.1

A

6.4.1

A

7.1.1

A

7.2.1

A

7.3.1 Experiences of education- critical narrative

Page 3 of 8

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach)

1.1.1

A A

1.3.1

A

1.4.1

A

2.4.1

A

6.2.1

A

7.1.1

A

7.2.1

A

7.3.1

A

EDUF1018: Education, Teachers and Teaching Learning activities schedule Normal (lecture/lab/tutorial) day hours per semester Learning activity type

Tuition pattern category

Topic

Learning outcomes

Lecture and tutorial

T&LA

Provocations

1

3

Lecture and tutorial

T&LA

Thinking about Education – culture & hegemony

2,7

3

Lecture and tutorial

T&LA

Curriculum Knowledge: How is the curriculum ‘decided’? Whose knowledge counts?

Lecture and tutorial

T&LA

Disrupting narratives: Aboriginal ‘deficit’

2,3,7

Lecture and tutorial

T&LA

Thinking about Teachers – images & ideals

3,4

3

Lecture and tutorial

T&LA

Care, fear and connectedness: Finding meaning in educational contexts

1,3

3

Lecture and tutorial

T&LA

Teachers’ “work” (Pedagogical, Relational, Discursive, Interpretive, Institutional)

1,5,6

3

Lecture and tutorial

T&LA

Teachers as curriculum arbiters and navigators

1,2,6

3

Lecture and tutorial

T&LA

Thinking about Children and Young People – myths & realities

4,6,7

3

Lecture and tutorial

T&LA

The ‘ideal student’

6,7

Lecture and tutorial

T&LA

Child Protection Policy (COMPULSORY)

1,7

3

Lecture and tutorial

T&LA

Reflection & Summary

1

3

1,2

3 3

3

Hours This Unit has no Normal (lecture/lab/tutorial) evening schedule. This Unit has no Block mode schedule. This Unit has no Clinical experience schedule. This Unit has no Distance education schedule. This Unit has no Distance education/intensive on campus schedule. This Unit has no External schedule. This Unit has no Field experience schedule. This Unit has no Online schedule. This Unit has no Professional practice schedule. This Unit has no Supervision schedule.

Page 4 of 8

Hours

36.00

Learning activity competency mapping Mode of delivery

Learning activity type

Topic

Framework

Normal (lecture/lab/tutorial) day

Lecture and tutorial

Provocations

N/A

Thinking about Education – culture & hegemony

Competencies

TPA

N/A

Curriculum Knowledge: How is the curriculum ‘decided’? Whose knowledge counts? Disrupting narratives: Aboriginal ‘deficit’

N/A N/A

Thinking about Teachers – images & ideals

N/A

Care, fear and connectedness: Finding meaning in educational contexts

N/A

Teachers’ “work” (Pedagogical, Relational, Discursive, Interpretive, Institutional)

N/A

Teachers as curriculum arbiters and navigators

N/A

Thinking about Children and Young People – myths & realities

N/A

The ‘ideal student’

N/A

Child Protection Policy (COMPULSORY ATTENDANCE) Reflection & Summary

N/A N/A

Competency mapping Learning outcomes

Competencies

LO1: describe the complexity of teachers' work in a knowledge-based society

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) 1.1.1 (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1 (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1 (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1 (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 7.1.1 (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.3.1 (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1 (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

LO2: identify ways of knowing and knowledge production associated with the intended and enacted curriculum

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) 1.3.1 (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1 (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.3.1 (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1 (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

LO3: trace historical and contemporary features of the profession of teaching

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) 1.3.1 (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1 (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 6.4.1 (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1 (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.4.1 (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

LO4: engage in critical discussions about the changing nature of teachers' work as reflected in media, popular culture and educational research

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach)

LO5: describe different types of teachers' work, such as interpretative, pedagogical, discursive, relational and institutional work

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach)

LO6: apply an understanding of different types of teachers' work to explaining variations in young peoples experiences of schooling

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach)

LO7: disrupt deficit understandings of why young people who experience racism, homophobia, and other forms of social exclusion do not achieve equitable outcomes from schooling.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach)

Page 5 of 8

6.4.1 (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1 (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.4.1 (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

1.1.1 (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1 (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1 (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1 (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1 (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 7.1.1 (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.3.1 (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1 (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

1.1.1 (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1 (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1 (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1 (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.3.1 (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1 (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 7.1.1 (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.4.1 (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Unit rules and additional information Co-requisites Pre-requisites Prohibitions EDUF1011 Work, health and safety requirements Attendance and class requirements Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Site visit guidelines If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arran...