EXTENSIONS

Please read the following very carefully.

The Unit Convenor, will grant extensions only in special circumstances. Requests must be made ONLINE through the appropriate Faculty process.

There are ONLY two possible grounds for extension a) illness and b) misadventure (circumstances beyond the student’s control). Professional experience commitments will be not accepted.

Please note carefully.

Some of the following circumstances are not acceptable grounds for claiming either an extension or special consideration:

• The demands of paid employment or need for financial support;
• Professional experience and in school placements;
• Routine family demands and/or problems;
• Difficulty adjusting to university life or to the demands of academic work;
• Stress or anxiety associated with academic work; the pressure of accumulated assignments; or
• Routine demands of sport or clubs, or social or extra-curricular activities.

Please do not assume these reasons will be accepted.

Ordinarily, no extensions of time for submission of written work will be granted since ample time for its preparation will have been given.

If an extension is required for medical or other extenuating circumstances, students may request this by submitting an online request via ask.mq.edu.au with supporting documentary evidence (such as medical certificate, counsellor’s note, or similar). All requests for extensions must be made prior to the due date for the assignment. 

If an extension is granted, you will need to print the approval email and attach it to the assignment. Failure to do so will result in a late penalty being applied, as the marker will not know that an extension has been granted.

If you have any queries, please contact the staff in the Faculty of Human Sciences Student Services Centre in Level 3, Building C3A.

Please do not ask to be given an extension without the appropriate online form being completed: these are mandatory.

If you have been granted an extension and cannot submit by the revised date, you must apply in writing for a further extension within seven days of the revised date.  If you do not do this, it will be assumed that you have withdrawn from the unit. This could result in a failure.

Late Submissions:

If you have not been granted an extension, or if you submit after your extension date, you will be penalised at a rate of 10% of the maximum mark for the assignment for each day it is late. ALL LATE WORK WILL BE PENALISED.

No assessable work is accepted after the return of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic must be set.

Lost assignments: Students should keep an electronic copy/photocopy of assignments. In all but exceptional circumstances, claims regarding "lost" assignments cannot be made where an electronic copy or photocopy cannot be produced.

ACADEMIC HONESTY

The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty.

Plagiarism is a matter of particular importance. Plagiarism is defined as using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts:

• copying out part(s) of any document or audio-visual material or computer code or website content without indicating their origins;
• using or extracting another person's concepts, experimental results, or conclusions;
• summarising another person's work;
• submitting substantially the same final version of any material as another student in an assignment where there was collaborative preparatory work;
• use of others (paid or otherwise) to conceive, research or write material submitted for assessment; and
• submitting the same or substantially the same piece of work for two different tasks (self-plagiarism).

The University’s Academic Honesty Policy can be found on the Policy Central website: http://www.mq.edu.au/policy/index.html

UNIVERSITY POLICY ON GRADING

The University recognises the importance of producing grades and reports of student learning achievements that are valid, reliable and accurate representations of each student’s capabilities in relation to clearly articulated learning outcomes. Your final result for this unit will include a grade plus a standardised numerical grade (SNG).

For an explanation of the policy go to Policy Central:

http://www.mq.edu.au/policy/index.html

Criteria for awarding grades for assessment tasks

Assignments in this unit will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. Tasks 1 and 2 do NOT receive numerical marks. 

The following descriptive criteria are included for your information.

Grade	Descriptor
HD (High Distinction)	Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D (Distinction)	Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience
Cr (Credit)	Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P (Pass)	Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
F (Fail)	Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

NOTE: Numerical marks are NOT awarded for individual assessment tasks. You will receive a GRADE. Standardised Numerical Marks are awarded only with your Final Unit Grade. 

 

APPEALS AGAINST GRADES

University regulations allow for students to appeal a unit grade if they feel they have been disadvantaged.

Grading appeals can be lodged on the following grounds:

• A clerical error occurred in the determination of a final grade.
• The Unit Guide was not in accordance with the Unit Guide Policy. 
• Due regard was not paid to an illness or misadventure that had been found to be eligible for special consideration.
• The student had been disadvantaged in some way due to the conduct of an assessment task.
• The student had been disadvantaged by variation of the assessment requirements or feedback provisions laid out in the Unit Guide.
• The assessor’s judgement was not objectively applied.

Further information regarding the relevant policy and procedures can be found on the University's Policy Central website:

http://www.mq.edu.au/policy/index.html

 

ABOUT THIS UNIT

EDTE354 Curriculum and Teaching in the Primary School 4 is the fourth unit in the Primary Teacher Education Program curriculum and methodology sequence. This unit builds on the previous units in the sequence, in particular, the knowledge and skills gained in EDTE251 Curriculum and Teaching in the Primary School 1.

EDTE354 is a 3-credit point unit of one semester’s duration. It aims to further develop students’ pedagogical content knowledge of the NSW English K-10 Syllabus: English K-6, and the Mathematics K-10 Syllabus: Mathematics K-6 (Board of Studies NSW, 2012). The unit consolidates the knowledge gained in EDUC258 Mathematics in Schools, EDUC260 Language, Literacy and Learning, and EDUC371 Reading Acquisition in the Primary Curriculum in a practical way by developing appropriate and explicit pedagogical strategies particular to English and Mathematics.

EDTE354 will develop strategies for planning, implementation and assessment of sequential, enriching learning experiences in English and Mathematics across the Stages of learning. Successful completion of EDTE354 will enable students to develop a wide range of pedagogical strategies and cater for the needs of a diverse range of students. Students will create a sequence of learning experiences in Mathematics and English, differentiate for student needs and develop strategies for programming, assessment and reporting. 

TEACHING STAFF

Unit convenor:

Mrs Megan Darin         

Room: 906, Building C3A

Phone: 02 9850 8628

Email: megan.darin@mq.edu.au

Consultation: Wednesdays 1-2 pm. Please email to make an appointment.

Other teaching staff

Susan Busatto      susan.busatto@mq.edu.au

Alison Ford         

Rowena Lee         rowena.lee@mq,edu.au

Natalie Pratt          natalie.pratt@mq.edu.au

If you have an administrative question about EDTE354, you must first consult both this unit guide and the iLearn unit page. If you need to discuss matters relating to the unit please contact either the Convenor or your tutor via their university email. 

If you become ill, experience some misfortune, or encounter any other problem, which you think may disrupt your work during the semester you are advised to inform the Convenor by email as soon as possible. If you withdraw from the unit, please let the Convenor know by email as soon as possible.

NB: ALL correspondence will be made through students’ official Macquarie University email addresses only.  Please check your student email regularly.

CLASSES

EDTE354 has ONE lecture per week of one hour’s duration and one two-hour tutorial. Tutorials and lectures will begin Week 3 of Semester 2; the lecture is Tuesday 19^th August at 12pm in Lotus Theatre. Students must attend one two-hour tutorial per week at the time they have been allocated. Classes cannot be changed on a weekly basis. Students may NOT change classes without the permission of the Unit Convenor and any changes must be made through e-student online. The timetable for classes can be found on the University website at: http://www.timetables.mq.edu.au/  

EDTE354 is offered through lectures and tutorials. Attendance at lectures is compulsory.  The lecture will introduce important content and active engagement with lecture material will prepare students for each assessment task and the final examination. 

Tutorials are essential for developing the core knowledge and/or skills required to demonstrate the learning outcomes of this unit. Attendance at tutorials is therefore compulsory. Student engagement with the lecture and tutorial material builds the necessary knowledge and skills for the completion of assessment tasks.

The procedures of the University assessment policy state that to be eligible for continuation in a unit, students must “attend required classes and complete all assessment tasks.” The unit convenor reserves the right to exclude students from the unit for unsatisfactory attendance.

Student Workload and Requirements

Credit points indicate the approximate hours per week that a student is expected to spend studying in order to pass a unit. One credit point equals 3 hours; thus, students are expected to spend approximately 9 hours per week studying EDTE354. Study includes attending or listening to lectures weekly, attending tutorials, completing set readings and background readings, completing assignments punctually, and using the online system iLearn.

Please ensure that you have sufficient time to dedicate to your studies before attempting this unit. We understand that students often have significant domestic and work-related responsibilities. However, to be fair to our staff and to other students these reasons cannot be used to justify absences, incomplete work or extension requests.

Disruption to Studies

Macquarie University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. This policy supports students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The following link is to the University’s Disruption to Studies policy:

http://students.mq.edu.au/student_admin/exams/disruption_to_studies/

TECHNOLOGY REQUIREMENTS AND UNIT WEB PAGE

Students will need regular access to a computer and the Internet to complete this unit.

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and resource materials, including reading and note making templates to assist your study.

Various activities and materials for discussion and critical reflection will be added throughout the semester. Electronic links and suggested references will be included. Please check the iLearn unit regularly.

NB: Online protocols:

While you are encouraged to use the Discussion tool to share knowledge and ideas with other students about this unit, this is not the appropriate place to complain, disrespect others, or to seek any advantage in assessment tasks by not reading carefully and thinking for yourself.

Staff will not be providing individual tuition through the iLearn Forum. 

This unit focuses on the APPROPRIATE use of language for your audience, purpose and context.

You are reminded to reflect carefully on the TONE you use and the way you express yourself. Please address all participants respectfully in conventional written English.  Avoid casual or SMS type language forms. You are in a professional context and showing your professional identity online.

Access and technical assistance

Information for students about access to the online component of this unit is available at http://ilearn.mq.edu.au. You will need to enter your student username and password. Please do NOT contact the Unit Convenor regarding iLearn technical help.

Assistance is available from IT Help desk (1800 67 4357). OneHelp (https://help.mq.edu.au) is the online IT support service for both students and staff.

Lectures will be available on iLearn through the ECHO lecture component.  All Powerpoint slides will be available in iLearn in advance of a lecture. This will guide your note taking, your reflection activities, and your learning outcomes for each topic.

Turnitin is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism (see Section 11). The system also serves as a digital repository if anything should happen to your hard copy submission or personal backup. Please ensure you have printed your Turnitin receipt number on your Faculty of Human Sciences coversheet. A link to Turnitin is embedded in iLearn.

Word processing, visual representations, and document formatting: You are required to use an appropriate form of word processing to document and present your assignments. 

Library databases: You may be required to use various research databases to locate sources for your assignment. Library databases: You may be required to use various research databases to locate sources for your assignment. 

REQUIRED AND RECOMMENDED TEXTS AND RESOURCES

English Texts and resources  (Weeks 3-8)

English K-10 Syllabus Volume 1: English K-6 Board of Studies, NSW (2012). http://syllabus.bos.nsw.edu.au/english/

Additional Support Materials, Board of Studies, NSW (2013).

• Suggested Texts for the English K-10 Syllabus. (pp. 1-85) NSW: Board of Studies.

• Scope and sequence of grammar and punctuation for K-6

• Scope and sequence of phonological and graphological processing skills

• http://syllabus.bos.nsw.edu.au/support-materials/additional-support-materials/

Recommended reading:

Revise from EDUC260

Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2010) (5th edition). Language and Learning: An Introduction for Teaching. South Melbourne, Victoria: Oxford University Press

Syllabus Documents and Support Materials

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2011). http://www.australiancurriculum.edu.au/

Australian Curriculum: English: http://www.australiancurriculum.edu.au/English/Rationale

English for the Australian Curriculum Units of work supported by digital resources and interactive worksheets http://e4ac.edu.au/primary/

Board of Studies, Teaching and Educational Standards NSW (BOSTES) Program Builder https://pb.bos.nsw.edu.au/

The Asia Education Foundation: http://www.asiaeducation.edu.au/teachers/professional_learning/english_and_history_modules/english_and_history_modules.html

• Equipping yourself to teach Asia

• Years 5-6 Integrated English and History http://www.australiancurriculum.edu.au/

NSW Department of Education and Training http://www.curriculumsupport.education.nsw.gov.au/literacy/index.htm

• State Literacy and Numeracy policy & plan; literacy resources etc.

Prescribed Weekly Readings

Your prescribed weekly readings are available through e-reserve on the library’s web page. The access is linked through iLearn.

Suggested and additional references for your reading are also provided in the program of lectures and tutorials.

Additional Resources

Bayetta, A. (2013). (2^nd ed.). Read, Record, Respond. Linking reading assessment to instruction. South Melbourne, Victoria: Oxford University Press.

Bayetta, A. (2011). Spell, Record, Respond. Moving from assessment to instruction. South Melbourne, Victoria: Oxford University Press.

Cox, R. (2012). Primary English Teaching  An Introduction to Language, Literacy and Learning. Victoria: Hawker Brownlow

Emmitt, M., Zbaracki, M., Komesaroff, L. &  Pollard, J. (2010) (5^th e ). Language and Learning: An Introduction for Teaching. South Melbourne. Victoria: Oxford University Press.

Hill, S. (2012). (2^nd ed.). Developing early literacy. Assessment and teaching. South Yarra, Victoria: Eleanor Curtain Publishing.

Kalantzis M, & Cope, B. (2012). Literacies. Port Melbourne, Vic: Cambridge University Press.

Lewis, M. (2011). Listen, Read, Write. Building Fluency and Vocabulary

South Melbourne, Victoria: Oxford University Press.

Walsh, M. (2011). Multimodal Literacy. Researching Classroom Practice. Marrickville, NSW: Primary English Teachers Association.  

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). (4^th ed.). Literacy: Reading, Writing & Children’s Literature. South Melbourne, Victoria: Oxford University Press. 

Online resources

e is for english website – pedagogically focused materials; English, language, literacy and learning ideas for the classroom http://www.educ.mq.edu.au/ee

The Australian Literacy Educators’ Association: http://www.alea.edu.au/

Australian Journal of Language and Literacy – a refereed journal, linking theory with classroom practice.

Practically Primary – practical classroom ideas for primary teachers

Literacy Learning: the Middle Years - for teachers of literacy from year 5 to secondary.

The Australian Association for the Teaching of English: http://www.aate.org.au

English in Australia – refereed and peer-reviewed journal covering the field of English, language and literacy.

See this site for policy papers and further relevant publications.

Scootle provides web based resources and learning objects for school use across all KLAs. Students should be familiar with this content and incorporate it in their practice. MQ students have access to these resources.  Students will need to register using the following URL: http://scootle.edu.au/ec/register.action?key=OzQqWWKO

You will need to use their University email address as their username. 

This link will remain the same moving forward, and won’t change from year to year.

STELLA: Standards for Teachers of English Language and Literacy in Australia http://www.stella.org.au/

Provides standards for the teaching of language and literacy.

MyRead. Strategies for teaching reading in the middle years. http://www.myread.org/

Resources to support the teaching of underperforming students in the middle years (4-9).

PETAA: Primary English Teaching Association Australia http://www.petaa.edu.au

Membership available; resources and publications

NAPLAN: National Assessment Program Literacy and Numeracy http://www.naplan.edu.au/

Sample assessment, reports and results for NAPLAN testing.

Australian Government Literacy and Numeracy week website http://www.literacyandnumeracy.gov.au/

Inspiring writers’ talks http://www.tale.edu.au/tale/live/global/announcements/writers_talk_2010.jsp?muid=000000&taleUserId=-445990256&userType=u&username=&ssosource=cdagent

Graphic organisers: classroom resources http://www.eduplace.com/graphicorganizer/

Children’s book news and reviews from The Children’s Book Council of Australia http://readingtime.com.au/

State Library of Victoria book review site http://www.insideadog.com.au/

Reading and writing book reviews http://teacher.scholastic.com/writewit/bookrev/readall.htm

National Museum of Australia Classroom learning http://www.nma.gov.au/engage-learn/schools/classroom-resources/by_year

National Digital Learning Resources Network http://www.ndlrn.edu.au/using_digital_resources/australian_curriculum_resources/english.html

State Library of NSW online material http://www.sl.nsw.gov.au/services/learning_at_the_Library/online.html

Children’s Literature

*Avocado Baby	Burningham, John
Collecting Colour	Kylie Dunstan
*Clancy of the Overflow	Paterson, A B ‘Banjo’
Dragonkeeper	Wilkinson, Carole
*Every Day is Malala Day	R McCartney ed
*Eats, Shoots & Leaves	Truss, Lynne
*Hating Alison Ashley	Klein, Robin
*If the World Were a Village	David Smith
Is Your Grandmother a Goanna?	Allen, Pamela
Fox	Wild, Margaret
Mr Gumpy’s Outing	Burningham, John
*My First Animalia	Base, Graeme
One Small Island: The Story of Macquarie Island	Lester, Alison
Pearl Barley and Charley Parsley	Blabey, Aaron
Rowan of Rin	Rodda, Emily
*Sadako and the Thousand paper Cranes	Eleanor Coerr
Soraya the Storyteller	Hawke, Rosanne
*Stuart Little	White, E. B.
*Sunday Chutney	Aaron Blabey
The Burnt Stick	Anthony Hill
The Riddle of the Trumpalar	Bernard-Waite, Judy
The Tale of Despereaux	Di Camillo, Kate
*The Tale of Jemima Puddleduck	Potter, Beatrix
*Uno’s Garden	Base, Graeme
Where the Forest Meets the Sea	Baker, Jeannie
*Whoever You Are	Mem Fox
Who Sank the Boat?	Allen, Pamela
Yoko’s Diary	Paul Ham ed

*Additional texts to those in the Suggested Texts English K-10 Syllabus.

Mathematics Texts and resources (Weeks 9-13)

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics foundations to middle years. South Melbourne: Oxford University Press.

O’Brien, H. & Purcell, G. (2013). (4^thed.) Primary Maths Handbook. South Melbourne: Oxford.  

Syllabus Documents and Support Materials

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2011). Australian Curriculum: Mathematics.

http://www.australiancurriculum.edu.au/Mathematics/Rationale

Board of Studies NSW (2012). Mathematics K-10 Syllabus Volume 1: Mathematics K-6). Sydney: Board of Studies NSW.

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

Board of Studies, Teaching and Educational Standards NSW (BOSTES) 

         Program Builder

https://pb.bos.nsw.edu.au/

DEC Curriculum, Programs and Support site. (It is very important to become familiar with DEC resources)

http://www.curriculumsupport.education.nsw.gov.au/

• Best Start
• Consistency of Teacher Judgement:

NSW Department of Education and Communities (2009). Count Me In Too

www.curriculum.support.education.nsw.gov.au/primary/

• SENA- Count Me In Too

http://www.curriculumsupport.education.nsw.gov.au/countmein/assesment.html/

Count Me In Too Indigenous-

http://www.curriculumsupport.education.nsw.gov.au/indigenous/

NSW Department of Education and Training (2002). Developing efficient numeracy strategies. Stage One. Ryde: NSW Department of Education and Training Curriculum Directorate.

NSW Department of Education and Training (2003). Developing efficient numeracy strategies. Stage Two. Ryde: NSW Department of Education and Training Curriculum Directorate.

NSW Department of Education & Training (2003). Fractions: Pikelets and lamingtons. Ryde. NSW DET Curriculum Directorate

NSW Department of Education and Training (2003). Teaching measurement: Early Stage 1 and Stage 1; Stages 2 and 3. Ryde: NSW Department of Education and Training Professional Support and Curriculum Directorate.

Additional Resources

Bobis, J., Mulligan, J. T., & Lowrie, T. (2013). Mathematics for Children (4e). Sydney: Pearson Education.

Downton, A., Knight, R. & Clarke, D. (2006). Mathematics assessment for learning: Rich tasks and work samples. Melbourne: Australian Catholic University.

Flewelling, G; Lind, J. & Sauer, R (2013) Rich learning tasks in measurement and geometry for primary students Years 3-7.  Adelaide: Australian Association of Mathematics Teachers (AAMT).

Wright, R., Ellemor-Collins, D. & Tabor, P.D. (2012). Developing number knowledge. London. Sage Publications.

Online Resources

Australian Government Literacy and Numeracy week website http://www.literacyandnumeracy.gov.au/

‘Top drawer teacher’ resources to support mathematics curriculum implementation http://topdrawer.aamt.edu.au

The NRICH Project aims to enrich mathematical experiences of all learners http://nrich.maths.org/frontpage

The National Library of Virtual Manipulatives (NLVM) at Utah University. It has great examples of rich tasks as well as good professional reading. http://nlvm.usu.edu/en/nav/vlibrary.html

Consider the role of apps for iPad use in mathematics classrooms. This site will introduce you to good apps that you could use with students http://www.pcadvisor.co.uk/features/software/3380559/best-maths-apps-for-children/

http://www.teachthought.com/apps-2/12-of-the-best-math-ipad-apps-of-2012

An excellent source of problems and investigations with classroom notes www.maths300.esa.edu.au/

http://maths-no-fear.wikispaces.com/posters

http://ab-ed.boardofstudies.nsw.edu.au/go/maths-k-6/

www.learner.org/teacherslab/math/patterns 

Teach for Australia www.teachforaustralia.org

http://www.naplan.edu.au/

Sample assessment, reports and results for NAPLAN testing.

MANSW (Primary Association for Mathematics PAMphlets) http:www.aamt.edu.au

Online communities of teachers of mathematics and researchers www.aamt.edu.au/Activities-and-projects/Connect-with-Maths.

AAMT Aboriginal Program- http://connectwith.indigenous.aamt.edu.au

http://connectwith.earlyyears.aamt.edu.au

TEACHING AND LEARNING STRATEGIES

This unit is taught in lecture and tutorial modes and reading is an important component. Students are required to complete the weekly readings in advance of each tutorial. Copies of the lecture slides are available in advance of lectures from the University’s iLearn webpage for EDTE354.

Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete tasks as individuals, in pairs or small groups.

THE CURRICULUM COLLECTION

The Curriculum Collection on Level 1 contains a wide variety of classroom support materials and resources for lesson preparation and teaching. These resources are primarily for the use of students enrolled in teaching practicum units. Curriculum materials purchased more than 5 years ago or not used within the last 5 years are located into the ARC - Curriculum collection.

Access to the collection is available to all Library users and guests. Access to the ARC - Curriculum collection is available by placing an ARC request in MultiSearch. Requests for an item from this collection are able to be placed by all Library users and guests.

The Centre contains: curriculum documents, textbooks, curriculum projects children’s literature, kits, games, audio-tapes, school magazines, posters, charts, pamphlets, publishers’ catalogues and reference books.

All items in the collection may be borrowed on a two-week basis. Students are encouraged to use the Centre to the fullest in order to enrich their teaching with the most appropriate supporting resource materials.

The University Library also provides a range of learning opportunities aimed at developing student capabilities in research and information technology. Topics covered include:

• computer kick start;
• getting started – finding library materials;
• project on-line training;
• researching a topic; and
• searching the catalogue.

You can choose to learn online or at face-to-face sessions in the Library.

More information is available at: www.lib.mq.edu.au – follow the links to ‘Training’. Phone: 9850 7399.

 

1.         PROGRAM OF LECTURES AND TUTORIALS

Weeks: 3 & 4 Module 1: SPEAKING AND LISTENING- Communicating

Lectures: Tuesday 19^th August & Tuesday 26^th August 2014

Tutorials: Weeks 3 & 4

This module addresses the language modes of Speaking and Listening. Effective communicators use considered language to entertain, inform, and persuade an audience for a wide range of purposes. This module will focus on the importance of active listening behaviours being developed in order to gather specific information and ideas. It will address how spoken and written texts differ, the significance of identifying and building on prior knowledge, and how the effect of purpose, audience and context shapes the presentation of spoken texts.

Week & Date	Lecture	Tutorial/Workshop	Prescribed & Recommended Readings/ Resources
Week 3 Tuesday 19th August	Revisiting NSW 2012 English K-6 Syllabus; Make meaning through oral language Communicating effectively for a variety of audiences, purposes and context Programming for Speaking and Listening	The role of oral language in use in context- Strategies for Speaking and Listening in the classroom Programming for oral and aural communication	Access the K-10 English syllabus online. http://www.bostes.nsw.edu.au/wps/portal/home Page references below are for hard copy. Stage Statements ES1-S3 pp. 18-20 Content and Text Requirements for ES1-S3 p 26 Speaking & Listening content 1&2 ES1-S3
Week 4 Tuesday 26th August	Recognising organisational patterns and features in spoken texts Assessment and evaluation of Speaking and Listening Assessment 1 will be addressed in this lecture.	Exploring effective questioning, debating, summarising and retelling in relation to a variety of texts Oral and Aural Assessment strategies	NOTE: National Literacy & Numeracy Week 25-31 August Edwards Groves, C (2014). Talk Moves. PETAA, 195. Recommended reading: Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2010) (5th edition). Language and Learning: An Introduction for Teaching. South Melbourne, Victoria: Oxford University Press. Chapter 2: Doing Things with Language

 Weeks: 5 & 6 Module 2: READING AND VIEWING

Lectures: Tuesday 2^nd September & Tuesday 9^th September 2014

Tutorials: Weeks 5 & 6

This module addresses the language modes of Reading and Viewing and there is a focus on the importance of reading and viewing imaginative, informative and persuasive texts and visual images. A range of quality texts, including literature from a range of cultures will be highlighted. Discussion of themes and issues within texts will be identified and an exploration of how grammatical features work to influence an audience’s understanding of written, visual media and multimodal texts.

Week & Date	Lecture	Tutorial/ Workshop	Prescribed & Recommended Readings/ Resources
Week 5 Tuesday 2nd September	Concepts of texts for the English classroom Identify the skills, strategies and knowledge required to read and view complex texts and visual images Programming for Reading and Viewing	Selecting texts for the English classroom Exploring graphological, phonological, syntactic and semantic knowledge in reading Reviewing strategies for developing a critical approach to reading and viewing text Refer to CBC Shortlisted texts	Suggested texts for the English K-10 syllabus (BOS, NSW) http://www.bostes.nsw.edu.au/wps/portal/home · Scope and sequence of phonological and graphological processing skills      K-6 pp. 1-7 · Reading & Viewing Content 1&2 ES1-S3 Gehling, K (2012) Choosing texts for teaching and learning PETAA Paper 185 Davis, A (2011) Metacognition matters: Raising reading comprehension achievement PETAA Paper 182           www.cbc.org.au http://www.pinterest.com/michaeljfmurray/quality-literature-for-nsw-primary-english/ Recommended reading: Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2010) (5th edition). Language and Learning: An Introduction for Teaching. South Melbourne, Victoria: Oxford University Press. Chapter 7: Phonology and the Relationship between Letters and Sounds
Week 6 Tuesday 9th September	Understanding purpose, audience, context and content in a range of texts Exploring media, multimedia and digital texts Assessment and evaluation of Reading and Viewing	Identifying skills and strategies to develop comprehension skills through the use of a wide range of quality literature, texts and visual images Features of classroom practice to consider in teaching Reading and Viewing: intellectual quality, quality learning environment and significance	Suggested Texts for the English K-10 Syllabus (BOS, NSW). Mallan, K; Henderson, D; Cross, A & Allan, C (2014) Developing Intercultural Understanding through Asian- Australian Children’s Literature PETAA Paper 193 Recommended reading: Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2010) (5th edition). Language and Learning: An Introduction for Teaching. South Melbourne, Victoria: Oxford University Press. Chapter 11: Learning Literacy

 

ASSESSMENT ONE Due: MONDAY 15th September 2014 4.00pm

Weeks 7 & 8: Module 3: WRITING AND REPRESENTING

Lectures: Tuesday 16^th September & Tuesday 7^th October 2014

Tutorials: Week 7 & 8

This module addresses the language modes of Writing and Representing exploring multimodal imaginative, informative and persuasive texts and images created for a wide range of purposes and audiences. Emphasis will be placed upon effective evaluation of texts through drafting, proofreading, editing, reviewing and publishing, with a focus on grammatical features, spelling and conventions of writing. The presentation of texts and visual images using a fluent writing style and digital technology will be examined.

 

Week & Date	Lecture	Tutorial/Workshop	Prescribed & Recommended Readings/ Resources
Week 7 Tuesday 17th September	Writing imaginative, informative and persuasive texts Programming, assessment and evaluation for Writing and Representing	Identifying skills and strategies used to develop the writing skills of students at each Stage Recognising audience, purpose, context and form when composing imaginative, informative and persuasive texts	http://www.bostes.nsw.edu.au/wps/portal/home BOSTES English K-6 Syllabus Writing & Representing content 1 & 2 ES1-S3 Chamberlain, L (2012), Writing, pp. 37-50 in R. Cox (ed.), Primary English Teaching. An Introduction to Language, Literacy and Learning.   Victoria: Hawker Brownlow. Recommended reading: Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2010) (5th edition). Language and Learning: An Introduction for Teaching. South Melbourne, Victoria: Oxford University Press. Chapter 5: Discourse analysis and text linguistics
Week 8 Tuesday 7th October	Teaching language conventions including  effective sentence structure, grammatical features, punctuation and handwriting in texts Effective reporting of student learning in English	Teaching language conventions: including comparing sentence structure, vocabulary and punctuation in texts Identifying strategies for teaching spelling, grammar and handwriting Programming for student achievement of Stage outcomes in English Refer to ‘WriteOn’	http://www.bostes.nsw.edu.au/wps/portal/home BOSTES English K-6 Syllabus Scope and sequence of grammar and punctuation skills       K-6 pp. 1-6 Recommended reading: Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2010) (5th edition). Language and Learning: An Introduction for Teaching. South Melbourne, Victoria: Oxford University Press. Chapter 4: An Introduction to Linguistics and Grammar Chapter 6: Syntax, morphology and lexicology

Weeks 9 & 10:  MATHEMATICS: WORKING MATHEMATICALLY 

Lectures: Tuesday 14^th October & Tuesday 21^st October 2014

Tutorials: Weeks 9 &10

This module will develop pedagogical approaches through Working Mathematically across the scope and sequence of three strands of the Mathematics K-6 Syllabus (2012), building on EDTE251 and in EDUC 258 Mathematics in Schools. This is addressed through practical examples of quality mathematics teaching and learning and assessment through rich tasks.

Week & Date	Lecture	Tutorial/ Workshop	Prescribed & Recommended Readings/ Resources
Week 9   Tuesday 14 October	Working Mathematically in the NSW Mathematics K-6 Syllabus and links with the Australian Curriculum- Mathematics as  Proficiencies. Reviews pedagogical strategies for establishing quality mathematics learning across and between strands; (refer NSW Quality Teaching Model)	Problem solving and the importance of developing mathematical thinking Examine examples of quality teaching/ learning experiences and investigations in mathematics to demonstrate deep knowledge and substantive communication Working Mathematically with rich tasks across three strands Consider the water problem solving activities www.aamt.edu.au/Activities-and-projects/Connect-with-Maths.	Text: Siemon et al. (2011). Chapter. 4: Thinking Mathematically, pp.  71 – 81. Quality Teaching in NSW Public Schools www.det.nsw.edu.au/proflearn/docs/pdf/ EPSColor.pdf Recommended reading: Bobis et al. (2013) text. Chapter 2. Challenging children to think m,athematically: concepts and processes pp28-51 Reach for the Stars –theme for this year’s Numeracy focus (AAMT) Whitlin P. & Whitlin, D (2008). Learning to solve problems in primary grades. Teaching Children Mathematics, 14 (7), 426-432. Attard, C. (2012). Applying a framework for engagement with mathematics in the Primary classroom. Australian Primary Mathematics Classroom, 17(4), 22-27.
Week 10   Tuesday 21October	Pedagogical strategies for developing Working Mathematically Integration of mathematical concepts and WM processes within and across strands Examine role of integrated learning within the mathematics syllabus Examine integration of mathematical concepts and processes across other strands	Review examples of integrated tasks (within and between strands) Design assessment criteria for rich tasks and qualitative measures of quality teaching and learning Consider the affordances of authentic integrated learning Discuss appropriate focus questions which would facilitate rich integration of teaching and learning Explore strategies for differentiating assessment tasks for diversity of learners.	Text: Siemon et al. (2011). Chapter  5: Making Connections in Mathematics, pp.  83 – 96. St. Julien, L. (2008). 7000 pancakes (science and mathematical lessons to third grade students). Teaching Children Mathematics. 14(9), pp. 500-507 Vanderhye, C. M. & Demers, C. Z. M. (2007). Assessing students’ understanding through conversations. Teaching Children Mathematics. 14(5), pp. 260-264

ASSIGNMENT TWO Mathematics Assessment Due Monday 27^th October, 4pm.

Weeks 11 & 12: PROGRAMMING, ASSESSMENT and REPORTING in MATHEMATICS

Lectures: Tuesday 28^th October & Tuesday 4^th November 2014

Tutorials: Weeks 11 & 12

This module will develop an understanding of the nature and purpose of assessment and reporting in Mathematics. Examples of formal assessment and alternative qualitative measures of mathematics assessment will be explored especially in relation to enhancing student learning.

Week & Date	Lecture	Tutorial/ Workshop	Prescribed & Recommended Readings/ Resources
11 Tuesday 28th October	Planning, scaffolding and assessing for quality mathematics teaching and learning Consider principles of authentic assessment; Examine place of assessment in the K-6 Mathematics Syllabus Overview of assessment programs and strategies including Best Start, NAPLAN, standardised achievement tests PATMaths (ACER), CMIT and PASA.	Critically evaluate assessment tasks/questions/resources that can improve the design of assessing learning experiences SENA (Count Me in Too) and students assess one student’s understanding; Analyse work samples of mathematics learning for achievement of specific indicators of learning (Board of Studies) Discuss different reporting strategies; Share experiences of assessment in their own professional experience placements	Text: Siemon et al. (2011). Chapter. 7: Assessment and Reporting pp. 122 – 139. Recommended reading: Ellemor-Collins, D. L. &. Wright, R. J. (2008). Assessing student thinking about arithmetic: videotaped interviews. Teaching Children Mathematics 15 (2). 106-111. Mulligan , J.T. & Mitchelmore, M.C. ( in press) Pattern and Structure Assessment (Foundation, Year 1, Year 2). Melbourne : ACER (draft will be made available on ilearn) Diezmann, C. (2008) On-the-spot assessments. Teaching Children Mathematics. 15 (5), pp. 290-294 Count Me In Too www.curriculum.support.education.nsw.gov.au/primary/ SENA-CMIT http://www.curriculumsupport.education.nsw.gov.au/countmein/assesment.html/ http://www.naplan.edu.au/ http://www.curriculumsupport.education.nsw.gov.au/beststart/index.htm
12 Tuesday 4th November	Planning, programming, (including assessing and reporting) in Mathematics Demonstrate different programming techniques, examine examples of maths programs/programming; Examine strategies for planning, programming and assessment in Mathematics learning frameworks; Review reporting strategies for Mathematics; Discuss effective ways to deliver feedback to parents and students	Examine examples of teacher and school-based maths programs/programming Review units of work within maths strands, across maths strands and across other KLAs; Demonstrate knowledge of a variety of ways of programming for mathematics, considering content, processes, student diversity, modes of learning, differentiation, technology, outcomes and assessment (Intellectual Quality, Quality Learning Environment and Significance)	Bobis, J., Mulligan, J.T. & Lowrie, T. (2013). Mathematics for Children: Challenging children to think mathematically (4e.). Sydney: Pearson Education. Chapter. 11 pp258-288 Linking assessment and pedagogy http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/programming/ Sullivan, P. Clarke, D.J. & Clarke, D. M. (2012). Choosing tasks to match the content you are wanting to teach. Australian Primary Mathematics Classroom 17 (3). 24-27

Lecture: Tuesday 11^th NovemberWeek: 13 BECOMING A PROFESSIONAL TEACHER OF MATHEMATICS

Tutorial: Week 13

This module will consider the professional knowledge, personal attributes, and professional practices of excellent teachers in mathematics. Consider practical ideas related to planning, assessment and reporting in the context of mathematics teaching.

Week & Date	Lecture	Tutorial/ Workshop	Prescribed & Recommended Readings/ Resources
Week 13 Tuesday 11 November	Mathematics in practice for the graduate teacher (casual or permanent) Explore ways students can utilise the knowledge and skills developed in both casual teaching situations and in their own classrooms; Managing the learning environment Collaborative and independent learning; Review resources available for Mathematics teaching and learning; Relate Mathematics, graduate teacher standards (AITSL) and Quality Teaching Elements; Critically evaluate quality, differentiated mathematics strategies and mini units of work for the beginning/ graduate teacher	Present units developed in previous week’s tutorial Classroom management transitions; Creating positive learning environments that encourage learning with understanding; Effective communication practices in the mathematics classroom; Review of a range of strategies for assessing primary mathematics including rich teaching /learning/ assessment including integration across strands and substrands with a focus on WM and differentiation where appropriate.	Bobis, J., Mulligan, J.T. & Lowrie, T. (2013). Mathematics for Children: Challenging children to think mathematically (4e.). Sydney: Pearson Education. Chapter. 12 pp 291-317 Managing the learning environment Text: Siemon et al. (2011). Chapter.29 Becoming a Professional Teacher of Mathematics pp. 664-677 Recommended reading: O’Shea, H. (2009) The ideal mathematics class for grades 5 and 6; what do the students think? Australian Primary Mathematics Classroom, 14 (2), 18-23

Prior to 2014, components of EDTE354 were offered as TEP492, TEP494, TEP418 and TEP419, which provided methodology in the six primary KLAs. The unit has been refined, delivering instruction in the curriculum and methodology of English and Mathematics. While the unit has evolved from the previously offered units, a considerable amount of content from those units remain and, therefore, EDTE354 cannot be counted as a unit of study with either of TEP 492, 494, 418 or 419. The unit has been rewritten for offering as EDTE 354 Session 2, 2014, new content and references have been included, and the lectures and assessment tasks have been revised.