TCHE2401

Method 1 Study: Curriculum, Pedagogy

and Planning

Semester 1, 2016
Bundoora Campus

Course Guide
Program: Master of Teaching Practice (Secondary
Education)
Portfolio: Design and Social Context
School of Education
RMIT University
 Published by RMIT University, Melbourne, Victoria, 2016

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 COURSE OVERVIEW

College Design and Social Context

School Education

Course Code and Title TCHE2401 Method 1 Study: Curriculum, Pedagogy & Planning

Campus Bundoora

Learning Mode Blended

Career Postgraduate

Credit Points 12
Name(s) of staff Course Coordinator: Dr Tass Barkatsas
responsible for course Acting Course Coordinator: Naomi Wilks-Smith

Teacher guided hours 30 hours

Learner directed hours 60 hours

National Graduate 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2
Teacher Standards
AQF Learning K1, S1, S5
Outcomes (Level 7 B.Ed
Level 9
Pre---requisite Relevant major and minors in key specialism areas.
Courses and Assumed
Knowledge and
Course Description In this course you will explore relevant and contemporary educational ideas which you apply to
your discipline pertinent to curriculum, pedagogy and planning. You will critically reflect on the
development and implementation of curriculum, including current theories and classroom
approaches to pedagogy. You will apply your emerging curriculum knowledge and planning
skills in professional practice. You will also conduct an audit of your personal literacy and
numeracy standards and plan for their development.

Objectives/Learning Course Learning Outcomes National

Outcomes/Capability Upon successful completion of this course you will be able to: Graduate
Development Teaching
Standards
1. Explore and analyse relevant and contemporary education 1.5, 2.1, 2.2, 2.3, 3.2
ideas relating to curriculum, pedagogy and planning

2. Critically reflect on current theories and classroom approaches 1.3, 1.5, 2.1, 2.2, 2.3,
relevant to your discipline in relation to the themes considered 2.5, 2.6, 3.1, 3.2, 3.3,
in this course 3.4, 3.5, 4.1, 4.2

3. Apply curriculum knowledge and planning skills in your 1.3, 1.5, 1.6, 2.1, 2.2,
teaching practice to meet the needs of all learners 2.3, 2.5, 2.6, 3.1, 3.2,
3.3, 3.4, 3.5, 4.1

4. Investigate, design, justify and apply literacy and numeracy 1.3, 1.5, 2.1, 2.5, 3.3,
teaching strategies in your discipline 4.1, .4.2

Overview of Learning You will be engaged in learning that involves a range of activities both face to face and online
Activities such as lectures, tutorials, group and class discussion, group activities and individual research.
Learning resources There is no prescribed text for this course. RMIT will provide you with resources and tools for
learning in this course through our online systems. A list of recommended learning resources
will be provided by your lecturer, including books, journal articles and web resources. You will
also be expected to seek further resources relevant to the focus of your own learning.

Assessment tasks There are two assessment tasks (weighted 50% and 50%) Course Outcomes
Assessed

Assessment Task 1: Peer Teaching Episode, equivalent to 2000 words, 1, 2, 3, 4

50%
This task has two parts.
Part 1: Identify a learning outcome from your discipline area and
demonstrate to a small group of peers how you would use a discipline---
specific pedagogical strategy to achieve an identified literacy/numeracy
purpose.
Part 2: Critically reflect on what you have learned from this teaching
experience and, draw on appropriate literature related to:
effective communication strategies
responding to diversity
supporting disability, and/or
managing challenging behaviour,
to describe how you might modify your plan to accommodate the
learning and/or behavioural needs of a diverse range of learners.

Assessment Task 2: Lesson Sequence, equivalent to 2000 words, 50% 1, 2, 3, 4

This task has two parts.
Part 1: Design a sequence of 4---6 lessons in your discipline area that
incorporate opportunities for literacy/numeracy learning and at
least one other general capability from the Australian Curriculum.
You will demonstrate your ability to design learning opportunities
that are systematically structured, include well organised classroom
activities and clear directions, set achievable learning goals, and use
a range of effective teaching strategies.
Part 2: Write a justification for your sequence of lessons drawing on
relevant literature concerning:
learning and development in your discipline area
curriculum design
contemporary pedagogical approaches
multiple teaching strategies
inclusive participation

HOW THIS COURSE WILL RUN

Welcome to the course. This course endeavours to assist you in becoming a specialist
teacher in one of your two particular method disciplines. Given that we offer a large number
of specialist areas within this course, it will be delivered quite differently from other courses in
this Masters program.
Each method has a specialist focus and this course acknowledges that. While some theories
and practices may have commonalities or can be applied amongst methods, this may not
always be the case. Each specialism will have its own timetable (running on weekdays or on
the weekends) and mode of delivery (on-campus, off-campus, run as intensive workshops,
online, face to face or blended). Each specialism will outline how it will run, its weekly
schedule/timeline and more detailed descriptions of the assessment tasks. This
information will all be available on the specific specialisms Blackboard site for this
course from the start of the semester.

SPECIALISM ASSESSMENT TASKS

Each specialism has a specialist focus and as such will have specific instructions and a more
detailed description for the two assessment tasks that are listed above. Please refer to your
specialism Blackboard site for this information.
However, all specialisms in this course, will have common assessment criteria, due dates and
use the following marking rubrics.
AT 1 Peer Teaching Episode, equivalent to 2000 words, 50% DUE Friday 15th April 2016,
by 11.55 pm.
Assessment Marking Criteria (columns 1-5 represent the marking allocation for each
criterion)

Criterion 1 2 3 4 5
Part 1 Peer teaching episode
Suitability of discipline-specific pedagogical strategy
to engage diverse learners related to the chosen
learning outcome.
Rationale that provides strong support for the choice
of lesson activity on how it achieves a
literacy/numeracy purpose.
Appropriateness and clarity of language, instructions,
questioning and explanations.
Understanding of the concepts/content that supports
the chosen learning outcome.
Part 2 Critical reflection
Thoughtful reflection and elaboration on your peer
teaching episode, highlighting what you have learned
from the experience.
Critical discussion on one or more of the following
areas: effective communication strategies, planning
for diversity/inclusivity, supporting disability, and/or
managing challenging behavior.
Explanation of how you might modify your plan to
support learning and/or behavioural needs of a diverse
range of learners based on your critical discussion.
Overall presentation
Evidence and use of appropriate research literature
and sources, particularly in your critical reflection.
Appropriate presentation, layout, grammatical
structure and referencing using APA (6th edition)
style.
Specialism Specific Criteria
Specialism Criterion 1 refer to your Specialism
folder for your specific criteria.
Specialism Criterion 2 refer to your Specialism
folder for your specific criteria.

Total Marks
/5
0
AT 2 Lesson Sequence, equivalent to 2000 words, 50% DUE Friday 27th May 2016, by 11.55
pm.
Assessment Marking Criteria (columns 1-5 represent the marking allocation for each
criterion)

Criterion 1 2 3 4 5
Part 1 Lesson sequence design
Clear description and presentation of the learning
sequence, including individual lesson plans/designs.
Appropriateness of the sequenced activities to support the
teaching of the concepts/content, including sufficient level of
detail in describing pedagogical processes and approaches.
Explanation of how the lesson sequence supports
literacy and/or numeracy and at least one other
general capability from the Australian Curriculum.
Part 2 Justification of lesson sequence
Consideration, rationale and justification of:
learning and development in your discipline area

curriculum design

contemporary pedagogical approaches

multiple teaching strategies

inclusive participation
Overall presentation
Evidence and use of appropriate research literature and
sources, particularly in Part 2.
Appropriate presentation, layout, grammatical structure and
referencing using APA6th style.
Specialism Specific Criteria
Specialism Criterion 1 refer to your Specialism folder for
your specific criteria.
Specialism Criterion 2 refer to your Specialism folder for
your specific criteria.
Total Marks /50
Submission of Assessment Tasks
Please note that ALL assessment tasks MUST be submitted online through your specialism
Blackboard site on or before the Due Date. Hand-submitted, hard copies are NOT preferred
and will NOT be accepted (unless they have an accompanying cover sheet and are submitted
directly to your lecturer/tutor personally. Please note that your tutor most likely will NOT
have a staff pigeon hole nor office). Artefacts (as in physical objects, pieces of artwork) that are
a component of your task can be submitted in person but you must have express permission from
your tutor and they MUST be accompanied with ALL AND ANY component of written work through
the specific specialisms (e.g. Mathematics) Blackboard site.

Due dates are common to everyone enrolled in this course and do not differ between specialisms.
Due dates are strictly enforced and late penalties will apply (see Assignment submission,
Extensions and Special Consideration sections below).

SPECIALISM (WEEKLY) SCHEDULES

Each specialisms tutor will provide his/her own (weekly) schedule of topics on the specialisms
own Blackboard site. This will be available from the beginning of the semester. The mode and
delivery of such will be outlined on your specialism Blackboard site and through the Student
Timetable System.

RESOURCES

Prescribed text:
There is no prescribed text for this course. However, relevant resources will be available to you on
your specialisms Blackboard site, or through the RMIT library.

Learning Hub:
A range of resources will be available on the Learning Hub (Blackboard RMIT website) over the
duration of the course, including detailed criteria and templates for the assessment tasks, workshop
summaries, on-line discussions, and other support information including links to useful resources on
the Internet.

SUPPORT SERVICES FOR STUDENTS

Study and Learning Skills Centre
http://www1.rmit.edu.au/studyandlearningcentre

Learning Lab: www.dlsweb.rmit.edu.au/lsu

The Learning Lab is an excellent resource that offers on-line help with writing and maths for RMIT
students.

International Student Support:

http://www1.rmit.edu.au/internationalsupport

RMIT University Library:

http://www.rmit.edu.au/library/

Education Liaison Librarian:

june.frost@rmit.edu.au

June Frost Tel: 9925 6576

OTHER RELEVANT INFORMATION

Extensions

Extension of time for assessment tasks may be granted where circumstances beyond your control
have prevented submission by the published due date. An application for extension of time must be
lodged with your tutor or the course coordinator, preferably prior to, but no later than one working day
before the due date for submission. The application form provided by the University must be used.
Supporting evidence must be supplied with your application.
An extension of up to seven calendar days may be granted if good reason can be demonstrated
according to the eligibility criteria specified in University Policy. Grounds normally considered for
extension include serious illness or psychological condition, loss or bereavement, and
hardship/trauma. You will be notified within no more than 2 working days of the date of lodgement as
to whether the extension has been granted.

Work submitted within 7 calendar days of a due (or an approved amended due) date may be
accepted in exceptional circumstances but will only be assessed as Pass (50%) or Fail. Work
submitted beyond 7 calendar days of a due date will not be accepted or assessed.

Extensions beyond seven calendar days are not granted by tutors or the School. To apply for an
extension of time greater than 7 calendar days students must lodge an application for Special
Consideration.

Extension of Time Policy: www.rmit.edu.au/students/assessment/extension

Extension Application Form: http://mams.rmit.edu.au/seca86tti4g4z.pdf

Special Consideration

Students seeking an extension of more than 7 calendar days (from the original due date) must lodge
an Application for Special Consideration form under the provisions of the Special Consideration
Policy, preferably prior to, but no later than 2 working days after the official due date. Late applications
will only be accepted in exceptional circumstances.

An application for Special Consideration must be lodged Online or at The Hub. The application must
be accompanied by documentary evidence. Applications made on medical or psychological grounds
must include a completed Impact Assessment Statement from a relevant qualified practitioner,
registered with a recognised body, for example a doctor, psychologist, psychiatrist or social worker.

An expert panel convened by the Academic Registrar will consider applications for Special
Consideration. Applications will be considered on the basis of the impact the documented incident is
perceived to have had on your academic performance. The expert panel will consult with a relevant
Program Coordinator where academic advice is deemed to be required. A decision on the outcome of
the application will be made within 10 working days.

Special Consideration Information: www.rmit.edu.au/students/specialconsideration

Online Application Process & Advice: www.rmit.edu.au/browse;ID=qa5rg0fg3y5l1
Special Consideration Application Form: http://mams.rmit.edu.au/8a5dgcaqvaes1.pdf

Assignment Submission

Assignments can be submitted either by e-Submission through Blackboard or Hard Copy Submission.
You will be informed by your lecturer/tutor which method is preferred.

When you submit work electronically for assessment you are required to do so from a secure RMIT
account. You will be directed to the Assessment declaration website where you will be required to
click through this website, declaring authorship of the work. e-Submission does not require the
submission of a separate cover sheet.

When submitting a hard copy for assessment, you are to attach a Cover Sheet to the submitted work.
All details on the cover sheet are to be completed. You may use the RMIT University Cover Sheet that
can be downloaded from: www.rmit.edu.au/students/forms/assessment
You (or each member of your group) must sign the declaration at the bottom of the cover sheet in
accordance with the policy on Academic Integrity outlined below. Assignments where the declaration
is not signed will not be assessed.
Assignments should be handed in during class time or at a time and place advised by the
lecturer/tutor. If the above is not possible due to exceptional circumstances, then you may go to the
Program Administrator on your campus to submit the assignment. For example, at the Bundoora
campus you may go to the Program Administration Office (Room 220.02.44); at the Brunswick
campus you may go to your relevant Program Administrator (in Building 514 Level 2).

Referencing

A reference list and (if required) a bibliography of resources is to be included with each item of
assessment. APA style must be used for all referencing. Footnotes or endnotes can be used but these
do not replace a reference list.

A guide to referencing and a link to information about the APA Referencing Style can be accessed via
the RMIT Library: www.rmit.edu.au/browse;ID=8rwjnkcmfoeez

Student Charter

The Student Charters principles and structure reflect RMITs core values. The Student Charter
recognises and reflects the complex and diverse nature of the University and its community. It
provides an overview of key responsibilities of RMIT students to ensure a successful experience of
university life. The charter can be accessed at: www.rmit.edu.au/about/our-education/supporting-
learning-and-teaching/student-charter/

Appeals against Assessment

If you believe you have grounds for review, for Stage One of the appeals process you must seek a
review from the Course Coordinator within 5 working days after the publication of the result. The
review must be submitted through email.

Please consult the Assessment: Conduct of Assessment and Appeals policy for guidance and
procedures (section 4): www.rmit.edu.au/browse;ID=ikqkqdh2zf5n1

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of
others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University
upholds the values of academic integrity as fundamental to the scholarship undertaken by all
members of its community. Further information on academic integrity at RMIT can be found on the
University website: www.rmit.edu.au/academicintegrity

Plagiarism and Collusion and Student Discipline

Plagiarism is the presentation of the work, idea or creation of another person as though it is your own.
Plagiarised material can be drawn from and presented in written, graphic and visual form, including
electronic data, and oral presentations. Plagiarism also occurs when the origin of the material used is
not appropriately cited. Plagiarism is not acceptable.

Collusion (or unauthorised collaboration) constitutes joint effort between students or others, in
preparing material submitted for assessment, except where this has been approved by the
coordinator of the course.
You are responsible for ensuring that your work is kept in a secure place. It is also a disciplinary
offence for you to allow your work to be plagiarised by another student.

Should staff detect plagiarism or collusion in any assessment it will be regarded as a serious matter
and dealt with according to School of Education, Design and Social Context College and RMIT
University policy and student discipline regulations.

Academic Integrity and Plagiarism Procedure: www.rmit.edu.au/browse;ID=sg4yfqzod48g1

RMIT Statute No. 1: www1.rmit.edu.au/browse;ID=2z9jz5794qndz

Student Academic Progress

Academic Progress Policy provides the opportunity for the School to monitor your progress through
the program to ensure you have access to appropriate support for timely completion of the program.
The policy also outlines the process for identifying unsatisfactory academic progress. Course
Assessment Committees and Program Assessment Boards are responsible for management of
academic standards through implementing the Academic Progress Policy and Procedures.

Unsatisfactory academic progress includes, but is not limited to, failing 50% or more of an enrolled
course load in a semester, failing the same course more than once, and failing or demonstrating
unsafe practice, or performing in a manner deemed professionally unacceptable in a professional
experience course.

Academic Progress Procedure: www.rmit.edu.au/browse;ID=vj2g89cve4uj1

Course Assessment Committees & Program Assessment Boards Procedure:
www.rmit.edu.au/browse;ID=q3dve00vnuix1