School of Education

Faculty of Education

EAL112

Foundations of Applied Learning

12.5 %

Unit Outline

Dr John Kertesz

CRICOS Provider Code: 00586BU

EAL112 Unit Outline Version: 02-16

ContentsContact Details...........................................................................................................................3

Course Philosophy Statement and Course Learning Outcomes.................................................4

Graduate Quality Statement.......................................................................................................4

Unit Description.........................................................................................................................4

Professional Experience 1..........................................................................................................5

Changes Made to This Unit........................................................................................................5

Learning Outcomes for EAL112................................................................................................6

Prior Knowledge &/ or Skills.....................................................................................................6

Learning Resources Required....................................................................................................6

Details of Teaching Arrangements.............................................................................................7

Teaching Strategies/Learning Approaches Specific to This Unit..............................................7

Unit Schedule.............................................................................................................................9

Assessment Alignment for EAL112........................................................................................11

Assessment for EAL112..........................................................................................................14

How Your Final Result is Determined.....................................................................................18

Requests for Extensions...........................................................................................................18

Penalties...................................................................................................................................19

Review of Results and Appeals................................................................................................19

Academic Referencing.............................................................................................................19

Plagiarism.................................................................................................................................19

Academic Misconduct..............................................................................................................20

Information Essential to all Units............................................................................................21

Useful Websites.......................................................................................................................21

EAL112 Unit Outline Version: 02-16

Contact Details

Unit Coordinator/ LecturerName: Dr John Kertesz

Campus: Sandy Bay

Email: J ohn.K er t e s z @ut a s. e du. a u

Phone: +61 3 6226 7678

Room number: HH525

Consultation hours: By request

Course Coordinator

Click on the link below to view Course Coordinators’ contact details (Education courses only).

http://www.utas.edu.au/education/student-resources/course-coordinators-and-support-staff

** For all other specific contact details related to this unit (e.g., Tutors, Administrative staff, Student Adviser), please refer to the unit content in MyLO.

EAL112 Unit Outline Version: 02-16

Course Philosophy Statement and Course Learning OutcomesThe Faculty of Education has developed Course Philosophy Statements and Course Learning Outcomes for each course. The course philosophy underpins every aspect of learning and teaching and ensures our courses are consistent, relevant and compliant with accrediting agencies’ and professional standards. This ensures a holistic approach to the discipline and robust curriculum alignment. The course philosophy and course learning outcomes are reviewed annually to ensure continual improvement, renewal and currency. The principles embedded in these documents reflect our commitment to leading practice nationally and internationally in the content, design and delivery of curriculum in a higher education context.

Please visit the link below to find the Course Philosophy Statement and Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

Graduate Quality StatementThe University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Please visit the link below to find out how this Graduate Quality Statement is mapped to the Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

Unit DescriptionApplied learning is an approach that contextualises learning in a way to empower and motivate students, whilst developing the key skills and knowledge required for employment, further education and active participation in their communities. It involves students and teachers in partnerships and connections with individuals and organisations outside of the traditional learning environment, and recognises that there may be multiple pathways to the desired learning goals. This unit will identify applied teaching and learning strategies (e.g. case studies, problem-based learning etc,) and explore their theoretical underpinnings and ways of thinking, being and doing required for effective learning.

EAL112 Unit Outline Version: 02-16

Professional Experience 1 (Information for Bachelor of Education (Applied Learning students)

Professional Experience 1 is the first stage of the practicum program. Within this ten day placement, students will observe teaching practice within a secondary environment, mapping and analysing lesson planning and delivery against an established lesson planning framework and the National Professional Standards for Teachers. You will be participating in your first placement during this semester, and the associated activities and assessment will be integrated with this unit.

The Professional Experience Program at UTAS is founded upon collaborative partnerships with schools and other professional educational settings. Such placements play a pivotal part in teacher preparation with school educators having a significant role in sharing professional knowledge and practices with Education students at different stages of their professional learning journey. Practicum placements assist Education students to develop broad understandings of teachers’ work. They provide unique opportunities for Education students to make sense of professional educational practices, by engaging them in deep reflection as they seek to develop and refine their own understandings, linking theoretical aspects with practical applications. Professional Experience units are sequential learning experiences designed to complement the pedagogical units and specialist studies completes as part of each degree course completed at UTAS.

Changes Made to This UnitThe Faculty of Education is committed to the improvement of all units and courses and welcomes the perspectives of students, including insights gained through the University’s student evaluation of teaching and learning (eVALUate). In light of this feedback, the following changes have been made to this unit to improve student learning:

The lesson planning/PE1 module has been redesigned to orient away from colleague teacher planning documentation to performance evidence of CT planning.

The professional experience blog task has been modified for BAAL students who undertake much shorter teaching practice sessions.

The PE1 Task has been modified to incorporate changes demanded by accreditation authorities.

EAL112 Unit Outline Version: 02-16

Learning Outcomes for EAL112On successful completion of this unit, you will be able to:

1. Analyse the theoretical foundation of applied learning practice.2. Apply the principles of applied learning within own discipline area.3. Evaluate applied learning within different educational settings.4. Examine lesson planning in different educational settings.5. Apply teacher education information literacy (TEIL) capabilities to identify, critically

engage with, and communicate ideas in a structured, cohesive, and ethical manner.

Prior Knowledge &/ or SkillsAs a student in this unit you will be encouraged to be an active participant in your own learning. Your life experiences will be valued and drawn upon within your studies. Work submitted for assessment in this unit may draw on knowledge and skills that you can reasonably be expected to have acquired before enrolling in this unit, or in the course. This includes knowledge of appropriate communication, information literacy, analytical, critical thinking, and problem-solving skills. You are encouraged to take responsibility for further developing these skills and applying them to professional contexts. These skills and attitudes are those you will need as a teacher, and to experience personal achievement.

Students undertaking this unit must successfully have completed EAL102 – Foundations of Professional Learning

Learning Resources RequiredLibrary

Reading ListsReading Lists provide direct access to electronic readings and provide an easy way to find material on Reserve set by the Unit Coordinator for a particular unit. To access Reading Lists please go to http://rlms.utas.edu.au/erl/

Required ReadingsRequired Readings are set by the Unit Coordinator as readings that are essential for this unit. Students need to buy these texts as they will be a useful resource throughout your study and your future teaching practice.

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning*.

*Please note there is no requirement to purchase the Perrin text if you already have the previously required Faigley text.

Recommended Readings

EAL112 Unit Outline Version: 02-16

Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice (4th ed.)London: Routledge.

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for teaching: Teaching for learning (2nd ed.). South Melbourne: Cengage.

University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

Other ResourcesThe following journals may provide useful extra reading for students, and are available from the UTAS eJournal library:

Australian Journal of Adult LearningAustralian Journal of Teacher EducationEducationInternational Journal of Lifelong EducationInternational Journal of Training Research (this is the journal produced by the Australian Vocational Education and Training Research Association, or AVETRA). Journal of Further and Higher EducationNew Directions for Adults and Continuing Education (this is not available from the UTAS library but can be found here)New Directions for Teaching and Learning (this is also not available from the UTAS library but can be found here)New Horizons in Adult Education and Human Resource DevelopmentReflective Practice

Equipment & MaterialsApplied Learning units utilize the Blackboard Collaborate web-conferencing software. To ensure the best results, it is recommended that students have a USB headset.

ePortfolioThe Faculty of Education currently supports the use of an ePortfolio tool which can be accessed through MyLO. You may wish to use this tool to document your development as a teacher throughout your initial teacher education course. Any required use of the ePortfolio tool will be clearly outlined as part of the Assessment Details in the Unit Outline and the necessary skills will be taught as part of the learning experiences of the relevant unit.

Details of Teaching ArrangementsExternal Students: Learning and Teaching arrangements are available from the MyLO Home Page.

Teaching Strategies/Learning Approaches Specific to This UnitThe teaching and learning strategies of the Bachelor of Education (Applied Learning) and Bachelor of Adult and Applied Learning are underpinned by social constructivist philosophy (Bandura, 1977) to harness and integrate the divergent backgrounds, experiences, and

EAL112 Unit Outline Version: 02-16

capabilities of students while extending the learning skills of each individual and facilitating higher levels of individual attainment through collegial cooperation. This is supported by acknowledgment of Dewey’s progressive concept of the lecturer role as being to provide “the right type of experience through which the learner may acquire knowledge and understanding, and this facilitates the process of growth and development” (Jarvis, 2010, p.186). Complimenting this philosophical approach is a pedagogical framework that situates the learner in an authentic environment (Herrington & Herrington, 2006) that provides a learner-centred, realistic and effective place of learning. Course materials and the real-world experience of the student come together to provide a rich, engaging learning environment that will echo the complexity found in real-world tasks.

EAL112 Unit Outline Version: 02-16

Unit Schedule Week Module / Topic Other Notes

1 Module 1: Introduction to Applied Learning. Welcome to the unit.

Read the Unit Outline carefully and make note of assignment due dates.

Access MyLO and post an introduction. Respond to the Applied Learning - Theory wiki

invitation and ensure you have access. Access the introductory reading Blake (2011) using

Proquest instructions. Ensure PE1 documentation preparation underway.

2 Topic 1: Exploring the theoretical foundations of applied learning.

Access the learning resources in MyLO. Watch the short introductory lecture for each applied

learning principle. Join your class Wiki group, and start sharing input from

the readings: Mezirow (1991), Bruner (1963), Jarvis (2010), & Itin (1999).

3 Exploring the theoretical foundations of applied learning (cont.).

Contribute to the class Wiki through further readings: Kolb (1984), Knowles, Holton, & Swanson (2011), Herrington & Herrington (2006), & Boud (1998).

4 Module 2: Preparing for professional experience.

Topic 1: Ethical practice in divergent educational settings

Access the learning resources in MyLO. Forster (2012) Contribute to the ethical practice discussion board.

5 Topic 2: Lesson planning for impact in divergent educational settings

Access the learning resources and readings in MyLO: Dixon, Harvey, Thompson &Williamson (2010), &Whitton, Barker, Nosworthy, Sinclair, & Nanlohy (2010).

Contribute to the lesson planning discussion boards.Assessment Task 1 due 22nd August 2016

6 17/8/2015 Professional Experience Week 1 (BEdAL students)

7 24/8/2015 Professional Experience Week 2 (BEdAL students)Assessment Task 2 due 12th September 2016

8 Module 3: Establishment of applied learning environments.

Access the learning materials and readings in MyLO: Herrington & Herrington (2006), & Harrison (2006).

EAL112 Unit Outline Version: 02-16 9

9 Designing applied learning environments. Access the learning materials and readings in MyLO: Grabinger & Dunlap (2005).

10 The role of rich critical reflection in applied learning.

Access the learning materials and readings in MyLO: Ash & Clayton (2009).

11 Module 4: Assessment practices in applied learning settings.

Access the learning materials and readings in MyLO: Shacklock (2006).

Continue your ePortfolio web page for the second assignment task.

12 Assessment practices in applied learning settings (cont.).

Access the learning materials and readings in MyLO: Bates (2003), & Ash & Clayton (2009).

13 Final assessment task collegial feedback Assessment Task 3 due on 14th October 2016

EAL112 Unit Outline Version: 02-16 10

Assessment Alignment for EAL112Learning Outcomes

(all Learning Outcomes must be successfully achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

AT

1 &

3

1. Analyse the theoretical foundation of applied learning practice.

Analyze educational theory to justify educational approaches 30%

Critique collegial analysis 30% Examine the relevance of applied

learning pedagogies to own teaching practice 30%

Assess the relationship between educational theory, professional standards, and teaching approaches 40%

1.1 Physical, social and intellectual development and characteristics of student1.2 Understand how students learn1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds1.6 Strategies to support full participation of students with disability2.1 Content and teaching strategies of the teaching area2.2 Content selection and organisation2.3 Curriculum, assessment and reporting3.2 Plan, structure and sequence learning programs3.3 Use teaching strategiesA

T 2

, & 3

2. Apply the principles of applied learning within own discipline area.

Apply educational theory to improve teaching 25%

Examine the relevance of applied learning pedagogies to own teaching practice 30%

EAL112 Unit Outline Version: 02-16 11

Learning Outcomes (all Learning Outcomes must be successfully

achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

3.5 Use effective classroom communication3.6 Evaluate and improve teaching programs4.1 Support student participation4.2 Manage classroom activities4.3 Manage challenging behaviour6.2 Engage in professional learning and improve practice6.3 Engage with colleagues and improve practice6.4 Apply professional learning and improve student learning7.1 Meet professional ethics and responsibilities7.4 Engage with professional teaching networks and broader communities

AT

1, 2

& 3

3. Evaluate applied learning within different educational settings.

Explain relationships between educational theory and practice 30%

Evaluate lesson planning in different educational settings 25%

Apply educational theory to improve teaching 25%

Examine the relevance of applied learning within different educational settings 20%

Apply reflective strategies to improve teaching practice 20%

Assess the relationship between educational theory, professional standards, and teaching approaches e teaching practice 40%

Critically reflect on personal professional practice and learning 20%

AT

2

4. Examine lesson planning in different educational settings.

Evaluate lesson planning in different educational settings 25%

Apply educational theory to improve teaching 25%

Examine the relevance of applied learning within different educational settings 20%

Apply reflective strategies to improve teaching practice 20%

EAL112 Unit Outline Version: 02-16 12

Learning Outcomes (all Learning Outcomes must be successfully

achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

AT

1,&

3

5. Apply teacher education information literacy (TEIL) capabilities to identify, critically engage with, and communicate ideas in a structured, cohesive, and ethical manner.

Apply teacher education information literacy (TEIL) capabilities 10%

EAL112 Unit Outline Version: 02-16 13

Assessment for EAL112

Assessment Schedule

Assessment Task Date due Percentage Weighting

Australian Professional Standards for Teachers

Assessment Task 1: Applied Learning - Theory

TBC 30% 1.2, 1.3, 1.6, 3.2, 3.3, 4.1, 6.3, 6.4

Assessment Task 2: Professional Experience Blog

TBC 30% 1.1, 1,2, 2.2, 2.3, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 6.3, 7.1

Assessment Task 3: Applied Learning Presentation

TBC 40% 1.1, 2.1, 2.2, 2.3, 3.2, 3.3, 3.6, 4.1, 6.2, 6.3, 6.4, 7.4

It is important to note that all standard (text based) assessment tasks, submitted to MyLO Assignments, will be processed by Turnitin.

Assessment Details

Assessment Task 1: Applied Learning - TheoryTask Description: During the first three weeks of the unit, you will be introduced to applied learning (AL) theory in a number of lectures. Concurrent with this, you will be utilising extracts from literature to identify underpinning theory, to both expand your understanding of the principles, and to relate them to everyday educational practice. You will be: Extracting relevant and significant quotes from the literature and aligning these with the

relevant AL principle(s) within the Applied Learning – Theory wiki. Explaining to your colleagues the relevance of the extract. Contributing to and expanding your colleagues’ theory extracts and relevance comments.For this task, at the end of the module, you are to: Extract your own posts and comments, and associated colleague input, from the Applied

Learning – Theory wiki and embed them into a Word document. For each of the 8 AL principles write a paragraph [about 125 words each] that clearly:

o Interprets the relevance of the AL principle to your current or future educational practice, and

o Identifies specific measures you can adopt to have it manifested directly in both your planning and delivery of teaching. For pre-service teachers this may require you to derive acknowledged lessons from your in-service peers during the wiki discussion.

Embed the reflection in an ePortfolio folio page with your extracted contribution uploaded as an evidence artefact.

Task Length 1500 words

EAL112 Unit Outline Version: 02-16 14

Assessment Criteria 1. Analyze educational theory to justify educational approaches2. Explain relationships between educational theory and practice.3. Critique collegial analysis4. Apply teacher education information literacy (TEIL)

capabilities

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 2: Professional Experience BlogB.Ed.(AL) students:Task description: In this task you will draw upon the applied learning Wiki, unit readings, MyLO discussions, professional teaching standards and your own PE1 placement to:1. Examine lesson planning and delivery in a school environment and derive lessons for your own professional teaching practice.2. Identify and justify strategies to enhance lesson planning and student learning in your current or planned teaching environment.3. Identify ethical issues relevant to teaching in a school setting.

In more detail:Throughout PE1, you will:1. Maintain a personal reflective journal in the form of a blog – this may be written, audio, video, or a combination of all three. In the blog, you will:a. Identify issues of engagement and lesson planning different to your own educational context and consider the implications for your current or future teaching practice.b. Make direct evidenced connections between observed practice, APST focus areas and the Applied Learning principles.c. Identify and resolve ethical dilemmas relating to your own or colleague teaching pratices.d. Undertake the equivalent of one formal recorded observation per day using the BEd(AL) observation checklist, and observe no less than 3 different teachers, one of which may be the colleague teacher.e. Upload the artefacts and link them to the Australian Professional Standards for Teachers.2. Focus specifically on the impact of your personal teaching behaviours on student learning and/or engagement. Such impact may be in response to your professional knowledge, application of the applied learning principles and pedagogies, or your industry and vocational education experiences. Describe what you did, provide any evidence where possible, and reflect on how this can be expanded and built upon in your teaching practice. Types of impact evidence will be introduced prior to your PE.2. At the halfway mark of PE1, write into your blog, and copy/share on a unit discussion board, a consolidated reflection focusing on your new learning from Week 1 and identifying areas for specific focus in Week 2 (300 Words).3. At the conclusion of PE1, develop an ePortfolio webfolio (700 words) that:a. Describes your own learning from observing planning for engagement in the school setting, and identifies how the observed teaching and planning strategies might provide guidance for the development of lessons aligned with applied learning principles.

EAL112 Unit Outline Version: 02-16 15

b. Considers ethical issues or dilemmas within a school setting.c. Makes specific recommendations for how, based on the suggested or other models, you could enhance your own lesson planning and teaching strategies in an applied learning environment.c. Justifies these recommendations with references to scholarly literature.d. Includes links to a range of evidence – your blog, colleague teacher lesson plans, class work examples, photos, videos and any other relevant items.

BAAL students:Task description: In this task you will draw upon the applied learning Wiki, unit readings, MyLO discussions, professional standards and your own supervised teaching sessions to:1. Examine a range of different planning and delivery approaches within your own teaching context.2. Identify strategies to modify/improve your individual and/or collective lesson planning to enhance student engagement and learning.In more detail:During the scheduled professional experience weeks, you will maintain a personal reflective journal in the form of a blog – this may be written, audio, video, or a combination of all three. Whilst the level of intensity will increase during the periods of active supervised teaching, you should consider the reflective journal “live” over the scheduled practicum period in the unit outline. The blog is to consist of two sections:1. Supervised teaching. This section will focus on the intense supervised (10) teaching hours and should:a. Identify and justify your lesson planning approaches through the use of annotated documentation, particularly focusing on active consideration of the applied learning principles for student engagement.b. Focus specifically on the impact of your personal teaching behaviours on student learning and/or engagement. Such impact may be in response to your professional knowledge, application of the applied learning principles and pedagogies, or your industry and vocational education experiences. Describe what you did, provide any evidence where possible, and reflect on how this can be expanded and built upon in your teaching practice. Types of impact evidence will be introduced prior to the professional experience weeks.c. Provide evidence in the form observation notes, collegial feedback, and student work. Each piece of evidence is to be explained and supported using applied learning principles, supporting literature, and standards where relevant.d. Contain detailed reflections on lesson planning strengths and areas for improvement in the short or long term.2. Wider observations. This section will record your wider observations and reflections both prior to and after the intense supervised teaching hours. The focus may be on your teaching team, a department, or wider organisation, depending on your work situation. You might choose to do this by recording opportunity observations in written or audio note form, promoting discussions with peers, or undertaking observations in another area or campus. Nonetheless, in this section, you should seek actively to:a. Identify issues around lesson planning for engagement and consider the wider implications for teaching practice.b. Reflect on these issues using your own learning and teaching frameworks, standards, and the

EAL112 Unit Outline Version: 02-16 16

applied learning principles.At the conclusion of the scheduled professional experience weeks, you will develop an ePortfolio webfolio (1000 words) that:a. Describes your own learning from focused planning for engagement, and the application of lesson planning models to the vocational education setting.b. Makes specific recommendations for how, based on the suggested or other models, you could enhance your own lesson planning and teaching strategies to maximise the benefits of applied learning within the VET environment.c. Justifies these recommendations with references to scholarly literature.d. Includes links to a range of evidence – your blog, observation checklists and lesson plans, institutional documentation, class work examples, photos, videos and any other relevant items.

Task Length 1000 words

Assessment Criteria 1. Evaluate lesson planning in different educational settings.2. Apply educational theory to improve teaching.3. Examine the relevance of applied learning within different

educational settings.4. Apply reflective strategies to improve teaching practice.

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 3: Applied Learning PresentationTask Description: For this assignment, you will prepare and deliver a short (10-15min) presentation to a small group of people, who may be your teaching peers or other colleagues, or friends who are in some way involved in education. In this presentation you will give an overview of applied learning theory and practice, linking it to any other models of teaching or learning that may exist in your educational institution (such as a mission statement in an RTO, or a school teaching philosophy statement).The objectives of the presentation should include, but not be limited to:• The theoretical foundations of applied learning, and how they relate to other learning theories (such as constructivism or humanism), drawing on the work from the Applied Learning – Theory wiki and previous units.• An explanation of how applied learning relates to your own teaching and learning experience, as well as teaching practices observed in schools in PE1 and reported on in Assessment Task 2.• Examples of how applied learning principles and strategies could be incorporated into teaching practices to enhance student learning within your own organization.You should allow time for questions from attendees at your presentation.Submission:The Assignment is to be submitted in a Presentation webfolio containing:On the main web page:200 word description of your session, and300 word written reflection on how this task enhanced your understanding of applied learning.Links to, or uploaded content of:

EAL112 Unit Outline Version: 02-16 17

The presentation in narrated PowerPoint/video/digital mp3 sound format, or detailed written session plan and notes.Any presentation resources or handouts.Evidence of questions and feedback from your attendees

Task Length 1500 words

Assessment Criteria 1. Examine the relevance of applied learning pedagogies to own teaching practice.

2. Assess the relationship between educational theory, professional standards, and teaching approaches

3. Critically reflect on personal professional practice and learning4. Apply teacher education information literacy (TEIL)

capabilities

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

How Your Final Result is DeterminedIntegral to successful completion of this unit is attainment of each of the learning outcomes (LOs). Therefore, in addition to a total, averaged final grade, your performance against each of the LOs will be assessed separately. To be eligible to pass the unit, you will need to successfully demonstrate you have met each LO. Any student who attains an overall passing grade for the unit but who has failed no more than one LO will be given a supplementary assessment opportunity to demonstrate their attainment of the relevant LO.

It is expected that you will receive help (from your Lecturer in the first instance) if you are unclear of the requirements for a particular assessment task well before the due date.

The range of grades available for this unit are: FAIL (NN), PASS (PP), CREDIT (CR), DISTINCTION (DN) and HIGH DISTINCTION (HD).

All grades are provisional, until confirmation by the Assessment Board at the end of semester.

Requests for ExtensionsExtensions are a formal matter and all requests for extensions must be applied for via the Assessment Task Extension Request in the Assignment Submission Folder in your MyLO unit.

Extensions should be requested at least three calendar days prior to the submission date. Only the Unit Coordinator can grant an extension, so please ensure you contact the Unit Coordinator rather than your tutor or Student Adviser. See Requests for Extension for further information.

EAL112 Unit Outline Version: 02-16 18

PenaltiesThe Faculty of Education applies penalties for both exceeding the word count on an assessment task and late penalties where the due date for the assessment task is not adhered to. See Penalties for further information.

Review of Results and AppealsAppeals against grades for assessment tasks are the right of all students. It is important to note that a resubmission and an appeal are two different processes. If an assessment task is awarded an NN it cannot automatically be resubmitted. The student can, however, appeal the grade.

Students wishing to appeal against a final result in a unit must do so within ten days of the result notification. Please download the Application for Review of Assessment form

See Appeal an Award for an Assessment Task or Appeal an Award for a Final Result in a Unit for further information.

Academic ReferencingIn your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The appropriate referencing style for this unit is American Psychological Association (APA).

The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

The Faculty of Education Guide to Writing and Referencing has been developed by Faculty staff to help students towards good academic writing and referencing practices. It is available on the Library website Library Website > Subject Guides > Education > Referencing tab or via the link above.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.

EAL112 Unit Outline Version: 02-16 19

If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.

Academic MisconductAcademic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. Seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. Improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.

EAL112 Unit Outline Version: 02-16 20

Information Essential to all UnitsIn addition to the information contained in this unit outline, it is essential that you read important details related to other areas of your study that are available at the following URL: http://www.utas.edu.au/education/learning-and-teaching/student-resources.

Turnitin and Academic IntegrityTurnitin is an online tool that checks the originality of electronic documents by comparing them against other documents stored in its databases. We recommend using this tool prior to submitting your assessments. Turnitin is available through the Academic Honesty Module in MyLO.

Useful Websites Australian Institute for Teaching and School Leadershiphttp://www.aitsl.edu.au/

Australian Curriculum, Assessment and Reporting Authority http://www.acara.edu.au/

Early Years Learning Frameworkhttp://www.mychild.gov.au/agenda/early-years-framework

EAL112 Unit Outline Version: 02-16 21