Unit convenor and teaching staff |
Unit convenor and teaching staff
Robyn Moloney
Sue Ollerhead
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP431 and TEP401(S)
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Corequisites |
Corequisites
TEP402 or EDTE404
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides an extension of the work undertaken in TEP431. Topics include assessment; meeting the needs of individual students; languages and the community; and curriculum renewal. Intending primary students focus upon the integration of languages across the key learning areas. Those intending to teach at secondary level focus upon ways of developing all language skills through study of the prescribed senior options.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Your grade will be based on a holistic judgment of the total assignment against the performance-based standards supplied. Please read these carefully.
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
https://students.mq.edu.au/study/my-study-program/special-consideration/disruption-to-studies
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Disruption to Studies
The following link takes you to the Disruption to Studies policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
Name | Weighting | Hurdle | Due |
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Critical Reflection PE | 50% | No | week 7 |
Advocacy resource | 40% | No | week 11 |
Participation | 10% | No | throughout unit |
Due: week 7
Weighting: 50%
Write a 1700-2000 words critical reflection on your professional experience in one or more schools. This will cover both your own development and your observation of your Supervising Teacher’s or other teachers’ teaching. You are expected to incorporate a minimum of five (5) relevant research readings into your critique, explaining and supporting your critique of practice. In doing so:
a)Provide a brief critical analysis of the context/culture of your classes/ school and the health of languages education in the school, in light of AFMLTA standards(approx. 300 words)
b)Identify and contextualize at least THREE (3) teaching strategies used by either yourself, your supervising teacher or another teacher and analyse their effectiveness, making links with the relevant literature. You may consider the significance of the strategies against standards of quality teaching (E.g QTF). For example, the teacher’s use of formative assessment, group work, motivating strategies, design of tasks, use of ICTs, using TL, intercultural strategies, behaviour management, one or two of the SAVI principles? etc. How and why do they work to produce motivation, and strong language acquisition? (approx. 1200 words)
From your professional experience, outline your personal philosophy of teaching and learning languages. (approx 300 words)
Due: week 11
Weighting: 40%
This assignment asks you to:
Due: throughout unit
Weighting: 10%
Students will be assessed on a number of specific in-class tasks, online tasks and their professional contribution to workshops
This unit is taught in workshop mode and weekly reading is an important component. Copies of the lecture slides and notes are available from the University’s iLearn website for TEP432.
Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs.
The unit builds on TEP431, extending students’ knowledge understanding and skills relating to becoming language educators in the school context. Stages 1-3 remain vital, and further skills and new developments in primary languages teaching will be explored. This unit will also investigate in more depth the syllabus requirements Stage 4-6, the Stage 6 syllabuses, assessment practice, advocacy for languages, ongoing professional development for languages teachers, and the external responsibilities of Stage 6 curriculum
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
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This graduate capability is supported by:
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This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
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This graduate capability is supported by: