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A guide to 2018's EDUF1018 for first year education students...

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Sydney School of Education and Social Work The University of Sydney

EDUF1018 Education, Teachers and Teaching Unit of Study Outline Session 1, 2018 Last revised: Mon, 26 Feb 2018 14:57:53 +1100

This document is protected by Australian copyright law and the law of confidentiality and the comparable laws of other countries. It contains valuable information proprietary to the University of Sydney. No part of this material may be copied, stored or transmitted in any form, electronic or otherwise, without the prior written consent of the University of Sydney. © Copyright 2018, The University of Sydney

BEd Common (EDUF)

University of Sydney

Unit of Study Details Credits: 6 Prerequisites: Preparation:

Teaching Staff Details Unit of study coordinator: Dr. Victoria Rawlings Room and building: Rm 907 A35 Phone number: 93516246 Email: [email protected] Arrangements for student consultation: This unit is coordinated by Dr Victoria Rawlings and Professor Debra Hayes. They will be in attendance at most lectures. You are welcome to talk with them briefly before or after the lecture, or email to make an appointment at a suitable time. Your tutors are your primary point of contact for assistance in this unit of study. However, at any time, you can seek answers to questions of a general nature by posting in the Discussion Board on Canvas. You can post anonymously. You can also share solutions with other students. Matters of a personal nature that are likely to impact on your attendance or ability to do well in your program of study should be addressed initially to your tutors, who may refer the matter to the the Unit Coordinators or the First Year Experience Coordinator - Dr Remy Low. You may also contact Remy directly (see contact details below). Familiarise yourself with the procedures related to extensions, attendance, leave of absence, etc. detailed in the Faculty of Arts and Social Sciences student guides. Links to these guides can be found on the Unit of Study Homepage on Canvas. The teaching team is committed to supporting you to do well in this unit. We will attempt to consistently apply the Faculty's guidelines and procedures to ensure that all students are treated fairly. If you experience special circumstances, such as a disability, you can apply for reasonable accommodations to be made to ensure that you are not disadvantaged in your study. Other staff: Dr Sheelagh Daniels-Mayes: [email protected] Ms Claire Golledge: [email protected] Ms Nada Labib: [email protected] Dr Remy Low: [email protected] Dr Samantha McMahon: [email protected] Dr Victoria Rawlings: [email protected] Ms Meghan Stacey: [email protected] Mr Julian Wood: [email protected]

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BEd Common (EDUF)

University of Sydney

What is the unit about Rationale This unit, EDUF1018: Education, Teachers and Teaching, provides an introduction to key concepts in education, including pedagogy, curriculum, and assessment. These concepts are discussed within the context of a number of interrelated themes. •

New times and practices for teaching and learning – this theme investigates the challenges and opportunities of contemporary living for children and young people and considers the implications these have for teaching, learning, curriculum and schooling.

•

Knowledge, culture and curriculum – this theme explores the contested meanings of culture and curriculum and asks how some forms of knowledge are valued over others.

•

Teaching as a process and way of life – this theme examines the work of teachers and the contexts in which they pursue their work.

Teachers as learners and researchers – this theme investigates professional practice in terms of lifelong learning, teacher research, the Australian teaching standards. As the first unit in the core program, Education I-IV, the unit also introduces ways of thinking about education, teachers and schooling drawn primarily from the social sciences, including the sociology of education, history of education, and cultural studies. In addition, the assessment tasks are intended to nurture the development of scholarly writing and critical thinking. •

Readings The required and recommended readings can be downloaded from University of Sydney Library. On the Library Catalogue, use the Unit of Study search function or follow the link to the unit's library resources on the Unit of Study Homepage. Professional Standards This unit addresses standards for accreditation regulated by the Australian Institute for Teaching and School Leadership (AITSL) and the Australian Children’s Education and Care Quality Authority (ACECQA) standards. It also addresses a number of the University of Sydney Graduate Qualities. The outcomes of this unit are matched to relevant standards, and assessed through the three tasks (see assessment table). A link to the regulatory authorities can be found on the Unit of Study Homepage.

Desired outcomes As a result of successfully completing this unit of study students should be able to: 1. 2. 3. 4. 5.

Describe the complexity of teachers' work in a knowledge-based society. Identify ways of knowing and knowledge production associated with the intended and enacted curriculum. Trace historical and contemporary features of the profession of teaching. Engage in critical discussions about the changing nature of teachers' work as reflected in media, popular culture and educational research. Describe different types of teachers' work, such as interpretative, pedagogical, discursive, relational and institutional work.

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6. 7.

University of Sydney

Apply an understanding of different types of teachers' work to explaining variations in young peoples experiences of schooling. Disrupt deficit understandings of why young people who experience racism, homophobia, and other forms of social exclusion do not achieve equitable outcomes from schooling.

Topics The topics covered each week and the readings are listed in the Weekly Schedule which is available on the Unit of Study Homepage on Canvas

Timetable and Teaching Mode The Sydney School of Education and Social Work requires attendance of at least 90 per cent 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 Little Blue Book. There are FOUR (4) hours of class each week: • 1 X 1 hour LECTURE • 1 X 2 hour TUTORIAL • 1 X 1 hour PEER MENTORING WORKSHOP Punctuality is expected at all lectures, tutorials and workshops! Make the most out of the next 12 weeks and we look forward to working with you and getting to know you! LECTURES: Mondays 9:00 - 10:00AM Footbridge Lecture Theatre Lecture schedule - attached and available on the unit's Canvas site For many of you this will be the first time you have attended large lectures. In order to get the most from the lectures you are advised to do the recommended readings before the lecture. In this way the material covered by the lecturer will be more familiar to you, and this will make understanding and note-taking easier. You should also read over your notes within a day of the lecture and rewrite them if necessary. Some of the lectures will have a participatory component and you will be expected to respond in an active way. To faciliate interaction during the lectures, and your work in small group tasks associated with assessment tasks, you will be expected to sit in rows allocated to your tutorial group in the Footbridge Theatre. You will be advised of these seat allocations during Week 1. ASSESSMENT: The three assessment tasks are closely linked to the lectures, and to the readings. Familiarity with the content of the lectures, and their associated readings, will assist you to do well in this unit. TUTORIALS:

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Your allocated tutorial time, location and room can be found on your individual timetables, accessed via MyUni: http://sydney.edu.au/current_students/index.shtml Your attendance at tutorials will be recorded each week. You cannot pass this unit of study unless you have 90% attendance in weekly tutorials. You are expected to contribute to tutorial discussions and this means that you must complete the required readings before the tutorial. You are responsible for making the tutorials a successful learning experience. PEER-FACILITATED WORKSHOPS: Your attendance at workshops will be recorded each week. You cannot pass this unit of study unless you have 90% attendance. We recognise that first year university can be a challenging time for many students and in order to assist you make the transition to university we have developed a transition programme. The programme is operated through the transition workshops which are after your weekly tutorial. These workshops are facilitated by students who are in 2nd, 3rd and 4th year and have themselves only recently made the transition to university. This is a structured programme and there are exercises attached to the workshops. The transition workshops run in Weeks 1-4. However, you may decide to meet with your group for the whole semester for support.

Assessment Assessment policies All assessment in this Unit of Study occurs in conformity with the policies of the Sydney School of Education and Social Work as outlined on the Sydney School web-site. Please refer to this on such matters as: • •

Marking and grading Questioning a mark

• • • • • • • •

Submitting an assignment Exams Seeking an extension Penalties for late submission of work Plagiarism and academic honesty Seeking special consideration Seeking leave of absence Student appeals process

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following web-site: http://sydney.edu.au/education_social_work/students/assistance_forms/policies.shtml All assignments must be submitted with the School cover-sheet attached and completed. This is available from the Sydney School of Education and Social Work web-site (http://sydney.edu.au/education_social_work/students/assistance_forms/resources/ assignment_coversheet.pdf). The University of Sydney has adopted severe but fair procedures for dealing with plagiarism. It is imperative that students understand what constitutes plagiarism. The threat of being

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accused of plagiarism is generally relieved by expert referencing of your assignments. If you are not sure how to reference well, please refer to the publications of the School mentioned above, and in particular the following web-site: http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0 Unless otherwise stated in the unit of study outline, word-limit penalties may be applied. These penalties relate to all undergraduate, graded units of study where a word limit for an assignment has been specified. Further details are provided in the Little Blue Book. Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney School of Education and Social Work requires the style guide of the American Psychological Association (APA) to be used for citation and referencing purposes. The library's Complete Guide to APA 6th style is a comprehensive, self-contained document that should be consulted. Incorrect use of the required style, or the use of another style unless specifically allowed, is likely to result in diminished assessment grades. Further details are also provided in the Little Blue Book.

Assessment tasks in this unit of study 1. Task

Critical reflections on lectures and required readings - Weeks 2-11 (Inclusive)

Assessment Type

Submitted work – Assignment

Individual/Group Work

Individual

Weight

40

Word Count/Duration

Ten weekly reflections. Each reflection should be approximately 300 words in length.

Due week/date

Weeks: 7 and 12 Date/Time: 23/04/2018 23:59 and 28/05/2018 23:59

Exam/Quiz Type

In-semester exam

Outcomes

1, 4, 5, 6, 7

Australian Teaching Standards ACECQA Curriculum Specifications

1.3, 1.4, 2.4, 6.2, 6.4, 7.1-7.3 5.1, 5.2, 5.3, 6.3, 6.4, 6.5

2. Task

Nomination of a person or organisation for the award - Global educator of the Year.

Assessment Type

In-class assessments – Presentation

Individual/Group Work

Group Work

Weight

30

Word Count/Duration

Values statment and collaboration plan; Presentation of artefact and written statement (300 words).

Due week/date

Weeks: 4, 5, 6, 7, 8, 9, 10 and 11

Exam/Quiz Type Outcomes

1, 4, 5

Australian Teaching Standards ACECQA Curriculum Specifications

1.3, 6.2, 6.4, 7.1-7.3 5.1, 5.2, 5.3, 6.3

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2018 1 EDUF1018

BEd Common (EDUF)

University of Sydney

3. Task

Experiences of schooling - critical narrative

Assessment Type

Submitted work – Assignment

Individual/Group Work

Individual

Weight

30

Word Count/Duration

1800 words

Due week/date

Week: 13 Date/Time: 04/06/2018 11:59

Exam/Quiz Type Outcomes Australian Teaching Standards ACECQA Curriculum Specifications

1, 2, 3, 5, 6, 7, 1.1, 1.3, 1.4, 2.4, 6.2, 6.4, 7.1-7.3 2.5, 2.7, 5.1, 5.2, 5.3

1. Critical reflections on lectures and required readings - Weeks 2-11 (Inclusive) Due date for completion: Weeks: 7 and 12. Date/Time: 23/04/2018 23:59 and 28/05/2018 23:59. Submission instructions: You are required to write a critical reflection on the lectures and readings in weeks 2-6 and 7-11. Each reflection should be approximately 300 words. Four of your ten reflections will be assigned a mark out of 10. The reflections to be marked will be determined by the Unit coordinator after the submission dates. Submit your critical reflections via TurnItIn on Canvas by the due date and time. Late marks will be determined according to the time of your submission on Canvas. Refer to the penalites for late submission detailed in Faculty of Arts & Social Sciences student guides. Detail: The tutorials will provide you with the opportunity to: • • • •

Talk about the previous week’s lectures and readings Ask questions and clarify your understanding of the content of each lecture and the readings Deepen your understanding of the learning outcomes Reflect on connections to your past experiences, as well as those of your peers.

Assessment criteria: The Grading Criteria relevant to this task are: 1. Demonstration of critical thinking: PASS - Descriptive writing with little evidence of critical thinking Education, Teachers and Teaching

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BEd Common (EDUF)

University of Sydney

Little questioning or deepening of an issue Only one point of view represented Assumptions are unexamined and probably unnoticed. CREDIT - Descriptive text that moves towards critical thinking Some comparisons made between ideas Some drawing in of additional ideas but these are not explored in depth. DISTINCTION - Early stage critical thinking The issue is introduced and explored to elicit deeper meanings Evidence of external ideas or opinions and, where this occurs, the material is subjected to reflection and consideration in relation to the task. Appropriate questioning of the ideas and assumptions. Evidence of willingness to challenge one's prior ideas. HIGH DISTINCTION Critical thinking The selection of the evidence for examination is appropriate and sufficiently wide-ranging. The account shows deep reflection, and it incorporates the recognition that the frame of reference or context within which the issue is viewed, could change and affect the conclusion. The account may recognize that the issue exists in a historical or social context that may be influential on the response to the task. In other words, multiple perspectives are recognized and taken account of. Self-questioning and possibly self-challenge is evident The conclusion effectively draws together the ideas developed in the text as evidence and makes a judgment in response to the topic introduced or given, recognizing any particular limitations of the judgement. 2. Clarity of expression (including accuracy, spelling, grammar, punctuation, use of language, expression of ideas)(see below) 3. Referencing (see below)

2. Nomination of a person or organisation for the award - Global educator of the Year. Due date for completion: Weeks: 4, 5, 6, 7, 8, 9, 10 and 11. . Submission instructions: This task has three components: 1. Values statement and collaboration plan 2. Nomination presentation 3. Artefact and written description The Values statement and collaboration plan will be submitted in your tutorial in Week 5. In this document you will describe the values of the members of your group, and explain how these values are reflected in your collaboration plan. Your group should be composed of no less than three and no more than four members. The presentations, up to 15 minutes, will take place during tutorials in Weeks 5-11 at a time to be negotiated with your tutor. In your group's presentation, you will provide evidence of your group's values, and you will describe how the pedagogical practices of your chosen nominee exemplify these values. Education, Teachers and Teaching

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BEd Common (EDUF)

University of Sydney

During your presentation, your group will present an artefact that represents your nomination. This could be, for example, an artwork, poem, podcast, wiki page, virtual story or video news segment (just to name a few examples). In addition to the artefact, your goup will be required to present a short statement (300 words) describing how the artefact represents your nomination. Classes will collectively nominate one artefact to be presented at the final lecture in Week 12. Detail: Example to illustrate how you might go about this task. Nominated group: The Australian Indigenous Mentoring Experience Program (AIME) AIME is an international volunteer movement of university students who mentor young people at school that started in Australia. AIME targets groups of students who traditionally don’t complete school or head into university and employment at the same rate as their peers. AIME adopts mentoring as a strategy for creating education equality for marginalised high school kids. AIME is underpinned by a range of values, including: •

Philanthropy, since it harnesses the resources of volunteers and its operations are dependent upon donations and funding. • Equality of opportunity, since it aims to support young people who are marginalised to achieve comparable outcomes to their peers. • Supportive relationships, since it brings people together from different backgrounds to suppor...