Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Unit study package code: EDUC1018

Mode of study: Area External

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Kim BalnavesPhone: Please use emailEmail: Kim.Balnaves@curtin.edu.auLocation: Building: Off campus - Room: Off campus

Teaching Staff:

Administrative contact: Name: Curtin ConnectPhone: 1300 222 888Email: https://students.connect.curtin.edu.au/app/askLocation: Building: 102 - Room: Curtin Connect

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDUC1018 EDC163 The Professional Educator: Developing Teacher Identity OpenUnis SP 3, 2021

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Syllabus This unit introduces students to the course and the expectations of them as they develop into successful university students and future educators. Students will explore theories of learning and position themselves as learners. This includes undertaking a language competency assessment and exploring the concept of academic integrity with its attendant expectations for research, written communication and oral presentation in academic and professional contexts. Within the broad concept of education, the development of teacher identity will be informed by an examination of one’s own ethical and socio-cultural values with consideration of educators’ planetary citizenship; cultural diversity and Aboriginal and Torres Strait Islander peoples; along with an educator’s ethical and legislated professional responsibilities, including completion of necessary clearances. It also includes an exploration of personal resilience as an educator. A key component of the unit will be establishing the Digital Professional Portfolio in which students critically reflect and gather evidence of their capabilities against the Australian Professional Standards for Teachers (Graduate Teacher Standards) throughout the duration of the course.

Introduction Welcome to The Professional Educator: Developing Teacher Identity. This unit introduces students to the teaching profession and the role of teachers in a changing world. It builds awareness of the requirements of a pre-service teacher in meeting the Australian Professional Standards for Teachers (APST), as determined by the Australian Institute for Teaching and School Leadership (AITSL). It is a requirement of all pre-service teachers that they can demonstrate achievement of all these standards at the Graduate level prior to graduation.

Throughout this unit, students will begin to develop the skills and confidence in thinking and reflecting critically, researching, reading, writing academically and presenting ideas in order to successfully complete assessments throughout the course. They will also learn to critically reflect on evidence collected for their digital professional portfolio. Initially, there will be a focus on academic integrity and determining language competence so students can develop a plan to ensure further success in these areas. Students will practise writing academically while exploring the topic of teacher resilience and how their own resilience will support students' wellbeing.

An introduction to the APST, the Australian Curriculum and pedagogy and learning theory will provide an understanding of effective teaching and learning so that students can begin to reflect upon how the Standards relate to their professional development and why they need to collect evidence to meet the Standards for Teachers. Through exploring their cultural awareness, including that of Aboriginal and Torres Strait Islanders, personal identity and understanding of global citizenship students will begin to develop an awareness of the sort of teacher they want to be. Students' perceptions of culture, values and personal ethics with help them to develop a statement to begin their digital professional portfolio. With a major focus on self and critical reflection, students will critique and refine their own learning practices and set goals for future learning and professional development. This is particularly relevant to APST 6.1, which states that graduates must:

“Demonstrate an understanding of the role of the Australian Professional Standards for teachers in identifying professional learning needs.”

Finally, students will also explore the ethical and legal responsibilities of being a teacher which is particularly relevant to APST 7.1 and 7.2, which state:

7.1: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession”.

7.2: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage”.

Unit Learning Outcomes All graduates of Curtin University achieve a set of six Graduate Capabilities during their course of study. These inform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and capabilities which employers would value in a professional setting. Each unit in your course addresses the Graduate Capabilities through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes notify you of what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your knowledge of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

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Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Capabilities through the assurance of learning processes in each unit.

Curtin's Graduate Capabilities

Learning Activities Learning activities in this unit will include:

l Independent completion of the weekly readings - set and extended research l Engagement with multimedia resources l Responses to reflective questions/tasks (critical and creative thinking) l Interaction with peers on the Discussion Board in Blackboard (collaboration) l Structured and informal feedback from tutors and between peers

Learning Resources Library Reading List

The Reading List for this unit can be accessed through Blackboard.

Essential texts

The required textbook(s) for this unit are:

l Churchill, R., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Lowe, K., & Vick, M.(2016). Teaching: Making a Difference (4th ed.) Milton, QLD: John Wiley & Sons. ISBN: 9780730363453

(ISBN/ISSN: 9780730363453)

Other resources

ABC Education. (n.d.). What’s this Australian Curriculum all about, then? Retrieved from http://education.abc.net.au/newsandarticles/blog/-/b/39865/whats-this-australian-curriculum-all-about-then

On successful completion of this unit students can:Graduate

Capabilities addressed

1 Assess personal levels of competence and confidence about language and literacy and successfully implement a plan to meet required standards

2 Demonstrate understanding of academic integrity practices within the learning context in relation to conduct, values, communication and protocols

3 Analyse potential challenges and resources related to developing resilience as an educator

4 Appraise, in the context of developing teacher identities, one’s own ethical and socio-cultural values with particular consideration of the planetary citizenship of educators; cultural diversity and Indigenous peoples’ knowledges and cultures; and the ethical and legislative responsibilities of educators

5 Employ knowledge of the Graduate Teacher Standards to establish initial content for a

digital professional portfolio; and identify and adopt a reflective practice model to guide its ongoing development

Apply discipline knowledge, principles and concepts

Innovative, creative and entrepreneurial

Effective communicators with digital competency

Globally engaged and responsive

Culturally competent to engage respectfully with local First Peoples and other diverse cultures

Industry connected and career capable

Find out more about Curtin's Graduate Capabilities at the Curtin Learning and Teaching website: clt.curtin.edu.au

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Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 292-402. https://doi.org/10.1016/j.tate.2016.07.024

Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). The Australian Curriculum: All elem. Retrieved from https://www.australiancurriculum.edu.au/

ACARA. (2015). Australian Curriculum Update [Video File]. Retrieved from https://www.youtube.com/watch?v=rtKyz3R-QW4

Australian Government: Department of Education and Training. (2017). Early years learning framework. Retrieved from https://www.education.gov.au/early-years-learning-framework-0

Australian Government: Department of Education, Science and Training. (2005). National framework for values education in Australian schools. Retrieved from http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf

Australian Human Rights Commission. (2014). Face the facts: Cultural Diversity. Retrieved from https://www.humanrights.gov.au/sites/default/files/FTFCulturalDiversity.pdf

Australian Institute for Teaching and School Leadership [AITSL]. (2017). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

AITSL. (2017). Australian professional standards for teachers – part 1 [Video File]. Retrieved from https://www.youtube.com/watch?v=Iti8oHAJdlI&list=UU2zniDSpDbJ7u2rqO6aShTg

AITSL. (2017). Australian professional standards for teachers – part 2 [Video File]. Retrieved from https://www.youtube.com/watch?v=cjQwL_nQYec

AITSL. (2017). 21st education. [Video File]. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/21st-century-education

AITSL. (2014). Circle time [Video File]. Retrieved from https://legacy.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00219

AITSL. (2017). Critical Analysis Techniques [Video File]. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/critical-analysis-techniques-illustration-of-practice

AITSL. (2017). Energy efficiency [Video File]. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/energy-efficiency-illustration-of-practice

AITSL. (2017). Intercultural understanding. [Video File]. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/intercultural-understanding-illustration-of-practice

AITSL. (2017). Investigating compost [Video File]. https://www.aitsl.edu.au/tools-resources/resource/investigating-compost-illustration-of-practice

AITSL. (2017). Reflections on teaching and learning [Video File]. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/reflections-on-teaching-and-learning-illustration-of-practice

AITSL. (2017). Respecting local culture, history and language [Video File]. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/respecting-local-culture-history-and-language-illustration-of-practice

Australian Government: What Works. The Works Program: Improving outcomes for indigenous students. (2018). A conversation about building awareness. Retrieved from http://whatworks.edu.au/upload/1251372992836_file_Conversation.pdf

Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning pre-service teachers’ professional identities. Issues in Educational Research, 25(3), 225-241. Retrieved from http://www.iier.org.au/iier25/beltman.pdf

Benade, L. (2015) Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning. Open Review of Educational Research, 2:1, 42-54, DOI: 10.1080/23265507.2014.998159

Buchanan, J., Burridge, N., & Chodkiewicz, A. (2018). Maintaining Global Citizenship Education in Schools: A Challenge for Australian Educators and Schools. Australian Journal of Teacher Education, 43(4), 50-62. http://dx.doi.org/10.14221/ajte.2018v43n4.4

Building Resilience in Teacher Education [BRiTE]. (2017). All modules. Retrieved from https://www.brite.edu.au/for-

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teacher-educators

Cambridge International Education Teaching and Learning Team. (n.d.). Getting started with reflective practice. Retrieved from https://www.cambridge-community.org.uk/professional-development/gswrp/index.html

Curtin University. (2016). Be a great teacher: Anatomy of a passionate teacher [Video File]. Retrieved from http://educationoua.curtin.edu.au/be-great-teacher/teaching-matters/

Curtin University. (n.d.). The learning centre: Online programs: Better writing – Reflective writing and better essays. Retrieved from http://studyskills.curtin.edu.au/

Curtin University. (n.d.). The learning centre: Online programs: Better Referencing – Paraphrasing and Summarising. Retrieved from http://studyskills.curtin.edu.au/

Curtin University. (n.d.). Emergent Teacher Professionalism: Professional Learning Animation AITSL [Video File]. Retrieved from http://teacherprofessionalism.weebly.com/

Curtin University. (n.d.). Academic integrity. Retrieved from http://academicintegrity.curtin.edu.au/students/

Education Services Australia. (2012). Global education: Teacher resources to encourage a global perspective across the curriculum. Retrieved from http://www.globaleducation.edu.au/teaching-and-learning/australian-curriculum.html

Garfano, R. (2014, March 27). Teacher reflective practice [Video file]. Retrieved from https://www.youtube.com/watch?v=0glFJMYv1JY

Literacy in Teacher Education: Standards for Preservice Programs, a report of the Literacy in Teacher Education Working Party (2001), Queensland Board of Teacher Registration, Toowong, Brisbane, Australia.

Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357-367. http://dx.doi.org/10.1016/j.tate.2011.11.001

Mary Corey. (2018). Identity tapestry. Retrieved from http://www.marymarch.com/identity-tapestry-gallery.php

Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA]. (2005). National Framework for Values Education in Australian Schools, Australian Government, Canberra. Retrieved from http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf

MCEETYA. (2008). Melbourne Declaration on the Educational Goals for Young Australians. Australian Government, Canberra. Retrieved from http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Miller, M. (2011). Critical reflection. Reflection: Gowrie Australia, 45, 4-6. Retrieved from https://eprints.qut.edu.au/79260/1/Critical_Reflection_-_Gowrie_Article.pdf

Museums Victoria: Immigration Museum. (n.d.). Identity: yours, mine, ours. Retrieved from https://museumsvictoria.com.au/website/immigrationmuseum/discoverycentre/identity/

NSW Department of Education. (2017). Language Conventions. Retrieved from https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/literacy/language-conventions

Oxfam International. (2018). Our purpose and beliefs. Retrieved from https://www.oxfam.org/en/our-purpose-and-beliefs

Parkes, K.A., Dredger, K.S., & Hicks, D. (2013). ePortfolio as a measure of reflective practice. International Journal of ePortfolio, 3,(2), 99-115.

Queensland Department of Education. (2002). A guide to productive pedagogies: Classroom reflection manual.

Queensland Government. (n.d.). Early years curriculum materials: Reflecting on my teaching practices. Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/ey_lt_reflect_teaching_prac.pdf

Reflection4Learning. (n.d.). Retrieved from https://sites.google.com/site/reflection4learning/why-reflect

SA Department of Education and Children’s Services. (n.d.). Sout Australian Teaching for Effective Learning Framework. Retrieved from https://www.education.sa.gov.au/sites/g/files/net691/f/tfel_framework_brief_overview.pdf

Santoro, N. (2009) Teaching in culturally diverse contexts: what knowledge about ‘self’ and ‘others’ do teachers

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need? Journal of Education for Teaching, 35:1, 33-45, DOI: 10.1080/02607470802587111

Shandomo, H.M. (2010). The role of critical reflection in teacher education. School-University Partnerships, 4(1), 101-112. Retrieved from https://files.eric.ed.gov/fulltext/EJ915885.pdf

Sprouts. (2016, Apr 15). Growth mindset vs fixed mindset [Video File]. Retrieved from https://www.youtube.com/watch?v=KUWn_TJTrnU

Teaching Tolerance. (2010, Jun 17). Introduction to culturally relevant pedagogy [Video File]. Retrieved from https://www.youtube.com/watch?v=nGTVjJuRaZ8

TEDx Talks, Marshik, T. (2015, Apr 2). Learning styles and the importance of critical self-reflection. Retrieved from https://www.youtube.com/watch?v=855Now8h5Rs

WA Department of Education and Training. (n.d.). Effective teaching. Retrieved from https://www.education.wa.edu.au/documents/43634987/44524721/Effective+Teaching.pdf/5dcc8207-6057-3361-ade8-cf85e5a2c1ab

Working with Children:

The safety and wellbeing of children and young people is a community responsibility. Engaging in any learning and teaching activities with children and young people as part of a unit may require you to obtain and provide a valid Working with Children Check, particularly if you are intending to go into a school or other educational facility. Please be aware that it is your responsibility to obtain this check, to ensure that it remains current, and you must immediately notify the School of Education if your clearance has been revoked. For more information on clearance requirements please see the information particular to the requirements of your state/territory at the following link: https://aifs.gov.au/cfca/publications/pre-employment-screening-working-children-checks-and-police-checks/part-b-state-and

Please note that the following may form part of this requirement:

l signed parental consent forms (even if the children are your own) l an “Ethical use of ICT” statement if taking photographs/video of children.

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Assessment Assessment policy exemptions

l There are no exemptions to the assessment policy

Assessment schedule

*Please refer to the Late Assessment and the Assessment Extension sections below for specific details and conditions.

Detailed information on assessment tasks

1. Assessment 1: Language Assessment

AITSL Standards:This assessment provides the opportunity to develop evidence that demonstrates these Standards:

6.1        Identify and plan professional learning needs

The Language Assessment will be a timed short answer ‘test’ in Blackboard.

Students will choose ONE of the topics below and write 250 words.

They will have 30 minutes to complete the test.

The following language conventions will be assessed – spelling, punctuation, grammar, syntax, text structure (paragraphs) and organisation, ability to express and develop ideas or cohesion, use of vocabulary. 

Topics:

1. Why teaching? OR 2. What influenced you to be a teacher? OR 3. Think about how you remember your school teachers. How would you like your students to think of

you?

2. Assessment 2: Essay

AITSL Standards:This assessment provides the opportunity to develop evidence that demonstrates these Standards:

Task Value % Date Due

Unit Learning

Outcome(s) Assessed

Late Assessments Accepted?*

Assessment Extensions

Considered?*

1

Language Assessment Pass/Fail Week: 1 Day: Friday 3rd September Time: 23.59pm AWST

1 Yes Yes

2

Essay 50% Week: 5 Day: Friday 1st October 2021 Time: 23.59pm AWST

2,3 Yes Yes

3

Digital Professional Portfolio 50% Week: 12 Day: Friday 19th November 2021 Time: 23.59pm AWST

2,4,5 Yes Yes

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6.1        Identify and plan professional learning needs

Word count: 1000 words (+/- 10%). This includes all text (headings, in-text citations, captions and direct quotes). It excludes the Reference List.

Write an essay on the concept of resilience, key research findings regarding pre-service teacher resilience in relation to the challenges faced, and the relevance of the BRiTE modules for resilience building that also demonstrates comprehension of academic integrity expectations.

l Use the provided essay plan in Blackboard or something similar to map out your essay l Write a draft first. You can then work on your draft and refine it. l Considerations – what will you discuss:

l Your introduction – Considerations: l What is resilience (definition); essay roadmap – what key points will you discuss in your

essay on the topic of resilience and the challenges faced in today’s world in relation to teaching and why resilience is important. Is resilience associated with personal attributes only? Outline 3-4 challenges you might face. For example, dealing with the demands of teaching and maintaining strength and conviction to the profession to avoid ‘burn out’.  What can you do? Include a thesis statement that indicates how aspects from the BRiTE modules will help build teacher resilience.

l  Body of your essay l Develop your discussion – what are the challenges and what will you do to build your

resilience. For example, if you need to consider building relationships to build a support system, both personal and professional, how will you do this and how will it build your resilience as a preservice teacher? Why do you need support systems?  Why would you need to look after your well-being and how will you do this? Why is your wellbeing important as a preservice teacher?

l Use academic sources to support your argument. This means your essay will have in-text citations throughout to indicate you have engaged in reading about the topic.

l You need to paraphrase ideas from other sources, in your own words and interpret them. You cannot copy form another source as this is considered plagiarism. Use your checklist from topic 2 to ensure you have not plagiarised.

l Conclusion – summarise the main ideas discussed in your essay and make a concluding statement about how you intend to build resilience as a pre-service

l Make sure you proofread your work. Get a friend to read it to ensure ideas are logically presented. Check grammar, spelling and punctuation. You might like to submit your essay to Studiosity for some feedback on your writing.

l Check the marking rubric for what you will be assessed on.

3. Assessment 3: Digital Professional Portfolio

AITSL Standards:This assessment provides the opportunity to develop evidence that demonstrates these Standards:

4.4        Maintain student safety

4.5        Use ICT safely, responsibly and ethically

6.1        Identify and plan professional learning needs

7.1        Meet professional ethics and responsibilities

7.2        Comply with legislative, administrative and organizational requirements

Using the provided software, Mahara, establish an individual digital professional portfolio that includes a statement on the home page about your responsibilities as an educator and the ethical and socio-cultural values that are part of your teacher identity; relevant clearances obtained; and a plan for reflecting on and documenting evidence against the Graduate Teacher Standards. Ensure that your portfolio demonstrates the meeting of student safety and other associated ethical and legal requirements, particularly those relating to the safe, responsible and ethical use of ICT.

Page 1: Profile Page

l Select Digital Professional Portfolio on the left hand menu of Blackboard. You will find a Teaching

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Profile template in your portfolios.  l Include a personal image. Consider your audience. You need to present as a Professional.

 Write a teaching and learning philosophy

l Draw on the readings and tasks completed in the learning topics for this unit and compose your teaching and learning philosophy or beliefs about teaching, learning and the purpose of education. This includes your responsibilities as an educator, use of technologies and the ethical and socio-cultural values that underpin your beliefs.

l Consider the following: l What do I believe is the role of a teacher? l What do I believe is the role of a student? l Why do I teach? l What does good teaching mean for me? l What can my students expect from me? l What are my professional learning needs?

l Write in first person point of view

Page 2: Relevant Clearances required for Teaching

l If you have obtained some of your clearances (highly recommended) insert them on this page. l If you have not obtained all clearances outline what is needed l Explain the clearances you need to work as a teacher in your state. Briefly outline why these

clearances are necessary.

Page 3: Plan for Reflecting on and Documenting Evidence against the AITSL Graduate Teacher Standards

Give specific examples of at least 3 artefacts you have collected or intend to collect. Explain which AITSL standard the artefact meets and reflect on how the artefact addresses this standard.

l Then discuss the following to explain your plan for building your portfolio through the duration of your degree:

l Why is there a need to reflect on the artefacts I collect? l How and when can the artefacts be collected that meet the Graduate Teacher Standards?

 

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Pass requirements

Please refer to Curtin University’s Assessment and Student Progression Manual for full details of all policies and procedures associated with assessment at Curtin. Each of your tutors and Unit Coordinators is obliged to observe this policy.

Assessment and Student Progression Manual

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. It is not essential to pass all assessments, although the overall Unit Learning Outcomes must be achieved in order to pass a unit.

Successful submission means that:

l If the assessment task comprises discrete components, such as: ¡ three components of a portfolio, involving separate tasks addressing different aspects of the Unit

Learning Outcomes ¡ discrete sections such as test results and a report ¡ mandatory accompanying documentation such as a Parental Consent Form

Then all components must be provided for the assessment to be deemed as submitted. Late penalties will apply until the complete assessment is submitted.

l The electronic file must be readable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format. You are advised to check that your file can be opened and that all sections are present and readable. Please seek assistance if you experience technical problems.

l For Turnitin Assessments – Successful submissions will display a green success message once submitted and you will receive a receipt, or notification of successful submission via email. If you do not receive this confirmation, your assessment is not submitted.

l For Blackboard assessment submissions, you will get a success message at the top of the screen, an email confirming submission and can see it listed as submitted in the ‘my grades’ tool.

l It is the student’s responsibility to ensure that assessments are successfully submitted. Late penalties will apply for identifying that the assessment was not successfully submitted post the due date.

l If you experience technical problems submitting you can contact hum-edLTS@curtin.edu.au for support.

Students are strongly advised to ensure work is backed up to a separate, retrievable location, as extensions are unlikely to be granted for last-minute computer failure.

Students who are repeating this unit

If you have previously attempted this unit, you may be able to re-use parts of your assessment tasks in this unit attempt. However, in order to avoid self-plagiarism, it is essential that you follow the following procedure:

1. Contact your Unit Coordinator with a request at least seven days prior to the due date for submission. 2. In making your request, provide a copy of your previously-submitted work and clearly identify the parts of

your previous submission that you would like to re-use. Pay close attention to the requirements of the assessment task for the current unit, as these may have changed and your earlier work may not address them adequately. Also consider whether your work can be improved upon in order to maximise your marks, paying careful attention to feedback received.

3. If your request is approved, retain the approval notification, as you will need to attach this to your work. 4. In submitting your assessment, provide the following:

l This statement: I, (student name), declare that I have previously submitted parts or all of this submission in XXX, YYYY (e.g. SP4, 2017) in unit XXXX#### (e.g. EDUC1001).

l A copy of the approval received from your Unit Coordinator. Please note this can be a screen shot.

Your tutor will then disregard any similarity to your previous work as revealed by Turnitin, and you will not breach Academic Integrity requirements for the sections of your work that have been approved for resubmission. Turnitin

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matches for all other content will be reviewed as usual for compliance with Academic Integrity requirements.

Please be very aware that if you resubmit previous work for the same unit without attending to the above, you will breach Academic Integrity requirements and this may result in a case of self-plagiarism being logged, which you will then need to answer to. This can then result in penalties being applied to your mark.

Please also note that the above applies ONLY to work being resubmitted from a previous attempt at the same unit. You cannot under any circumstances re-use work submitted for a different unit.

If you have any questions about how to manage this process, please contact your Unit Coordinator, who will be able to advise you. Academic staff are keen to ensure that you are properly protected by policy provisions and not disadvantaged. This depends on you following procedures correctly.

Marking:

Assessment submissions are marked by your tutor or another member of the School's tutoring team who has experience with the unit content. Assessments are used to determine your achievement of the unit's learning outcomes; and marking is guided by the rubric (or marking guide) provided for this purpose. Every assessment is moderated to ensure a high level of consistency across the markers who are marking the assessment.

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Assessment Moderation Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation of assessments are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/findapolicy/

Pre-marking moderation

Pre-Marking Moderation

Tutors in the unit undertake a review of the assessment tasks and moderation arrangements.  

Intra-marking / Post-marking moderation

Intra-Marking Moderation

Academic staff marking the assessment undertake a marking calibration process. A distributed sample of assessed work, with attention to borderline marks, is reviewed by another member of the School’s tutoring team who has experience with this content. All potentially failing assessments are specifically reviewed.  

Post-Marking Moderation

A summative review of each assessment and the outcomes is undertaken by the teaching team.

Any student who has evidence that assessed work has been inaccurately marked, or that their final unit grade is incorrect, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged. It is expected that most situations will be able to be resolved without the need for a formal appeal. The following process should be followed:

l Step 1 – Initial Request for Review by marker or Unit Coordinator. This informal review will be to check that marking was accurate and complete and may or may not involve a re-marking of the whole work. Marks cannot be reviewed downwards as a result of this informal process. In the School of Education, this informal review process is managed through lodging the Request for Review of Assessment.

l Step 2 – Formal Appeal. If the informal review fails to satisfy the student that their work has been accurately assessed, a formal appeal can be lodged on the relevant University form and submitted to the Head of School (hos.ed@curtin.edu.au). Students will be expected to provide full details of:

¡ Their basis for the appeal – evidence that the work has been inaccurately assessed. For example, one section may not have been included in the final mark.

¡ The informal review process if that has been engaged in and the outcome of any dialogue with tutors and Unit Coordinators.

It is important to be aware that formal assessment appeals must be lodged within ten working days of the result for the assessment task or final grade for the unit being released. Please read the Assessment and Student Progression Manual carefully for further information concerning appeals against assessment decisions.

Late assessment

Where the submission of a late assessment is permitted, late penalties will be consistently applied in this unit.

Where a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:

1. For assessment items submitted within the first 24 hours after the due date/time, students will be penalised by a deduction of 5% of the total marks allocated for the assessment task;

2. For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated for the assessment item will be deducted; and

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3. Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero.

Where late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:

1. All assessment items submitted after the due date/time will receive a mark of zero.

Assessment extension

Where an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline):

1. A student who is unable to complete an assessment item by/on the due date/time as a result of exceptional circumstances beyond the student’s control, may apply for an assessment extension on the Assessment Extension Application Form as prescribed by the Academic Registrar. The form is available on the Forms page at https://students.curtin.edu.au/essentials/forms-documents/forms/ and also within the student's OASIS (My Studies tab – Quick Forms) account.

2. The student will be expected to submit their application for an Assessment Extension with supporting documentation via the online form.

3. Timely submission of this information supports the assessment process. For applications that are declined, delayed submission may have significant ramifications on the possible marks awarded.

4. An application may be accepted up to five working days after the due date/time of the assessment item where the student is able to provide a verifiable explanation as to why they were not able to submit the application prior to the assessment due date/time

Where an application for an assessment extension is NOT permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline):

1. All assessment items submitted after the due date/time will be subject to late penalties or receive a mark of zero depending on the unit permitting late assessment submissions.

Deferred assessments

Further assessment

Further assessments, if granted by the Board of Examiners, will be held between 05/01/2022 and 19/01/2022 . Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel in OASIS.

It is the responsibility of the student to be available to complete the requirements of a further assessment. If your results show that you have been granted a further assessment you should immediately check OASIS for details.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.

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Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. Carers for people with disability may also be eligible for support. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin's facilities and services or other support as discussed with an advisor from AccessAbility Services.

Documentation is required from your treating Health Professional to confirm your health circumstances or carer responsibilities.

If you think you may be eligible for a CAP, please contact AccessAbility Services. If you already have a CAP please provide it to the Unit Coordinator in week 1 of each study period.

Referencing style

The referencing style for this unit is APA 7th Ed.

More information can be found on this style from the Library web site: https://libguides.library.curtin.edu.au/uniskills/referencing/apa7.

Privacy As part of a learning or assessment activity, or class participation, your image or voice may be recorded or transmitted by equipment and systems operated by Curtin University. Transmission may be to other venues on campus or to others both in Australia and overseas.

Your image or voice may also be recorded by students on personal equipment for individual or group study or assessment purposes. Such recordings may not be reproduced or uploaded to a publicly accessible web environment. If you wish to make such recordings for study purposes as a courtesy you should always seek the permission of those who are impacted by the recording.

Recording of classes or course materials may not be exchanged or distributed for commercial purposes, for compensation, or for any other purpose other than personal study for the enrolled students in the unit. Breach of this may subject a student to disciplinary action under Statute No 10 – Student Disciplinary Statute.

If you wish to discuss this please talk to your Unit Coordinator.

Copyright The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

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Academic Integrity (including plagiarism and cheating) Academic Integrity

Curtin's Student Charter, Academic Integrity Program (AIP), and core Values guide expectations regarding student behaviour and responsibilities. Information on these topics can be found on the Student Essentials Website or the Academic Integrity tab in Blackboard.

Academic Integrity Warnings

An Academic Integrity Warning may be issued to a New-to-Curtin student if they have inadequately acknowledged sources or collaborated inappropriately. The Management of Academic Integrity Warnings for New to Curtin Students Procedures provide further information and explain who is considered to be New-to-Curtin.

Academic Misconduct

Students with an academic breach that do not meet the New-to-Curtin criteria will be managed through the misconduct process. Academic Misconduct means conduct by a student that is dishonest or unfair in connection with any academic work. This includes all types of plagiarism, cheating, collusion, falsification or fabrication of data or other content, and Academic Misconduct Other, such as falsifying medical certificates for extension. More details can be found on the Student Essentials Website or on the Academic Integrity Website.

Staff members are required to report suspected misconduct and an inquiry may take place. If misconduct is determined it will result in penalties, which may include a warning, a reduced or nil grade, a requirement to repeat the assessment, an annulled grade (ANN) or termination from the course. Some penalties may impact on future enrolment.

Academic work under inquiry will not be graded until the process has concluded. If your work is the subject of an inquiry you will be notified by email and Official Communication with an opportunity to respond. Appropriate support will be provided. For more information refer to Statute No.10 Student Discipline and Academic Misconduct Rules.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

If you are having technical difficulties submitting your assessment (e.g. via Blackboard/Turnitin) please contact HUM-EDLTS@curtin.edu.au with your student ID, Unit Code and the details of the assessment you are trying to submit.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

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Additional information Student Support

OUA students will find that most information they need can be found on our dedicated student support website:

Curtin OUA – School of Education website

Some specific services offered to Curtin OUA students are below:

Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements.

To access Smarthinking:

1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/ 2. From My courses & units select the Current units tab 3. Click on the Smarthinking link, next to the list of units

For problems logging in, please contact the OUA Student Advisors: https://www.open.edu.au/contact-us

Learning Centre

Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre. http://studyskills.curtin.edu.au/

English language support

This website has been designed to support students whose first language is not English. The Curtin University English language support website contains English language resources, activities, support information, and links to diagnostic assessment tests. http://students.curtin.edu.au/study-support/skills/english/

Counselling

All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). https://students.curtin.edu.au/personal-support/counselling-guidance/  

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l Values and Signature Behaviours l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all of the above is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

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Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant caring responsibilities, pregnancy, religious practices, living in a remote location,or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact the appropriate service below. It is important to note that the staff of the University may not be able to meet your needs if they are not informed of your individual circumstances, so please get in touch with the appropriate service if you require assistance.

To discuss your needs in relation to:

l Disability or medical conditions, contact AccessAbility Services: https://students.curtin.edu.au/personal-support/disability/

l Elite athletes, contact Elite Athlete Coordinator: https://stadium.curtin.edu.au/sport/academy/elite-athlete-program/

l All other grounds, contact the Student Wellbeing Advisory Service: https://students.curtin.edu.au/personal-support/counselling-guidance/wellbeing/

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

No recent changes

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.

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Program calendar

WEEK  

  Begin Date

TOPIC ULOs CLOs AITSL STANDARDS ACECQA CURRICULUM REQUIREMENTS

 

 

Assessment Due

1 30th August Assessing Personal Language and Literacy competence

1, 2 6 6.1 6.3 Assessment 1

Friday 3rd September 2021

2 6th September

Academic Integrity 1, 2 6 4.5, 6.1 6.3  

3 13th September

The Australian Professional Standards for Teachers and Documenting Evidence

5 7, 8 4.5, 6.1 6.3  

4 20th September

Becoming a Teacher: Cultural Competence Awareness

4 2, 7, 8

1.4, 2.4, 4.5, 7.1, 7.2 4.2, 4.3, 5.3, 6.3  

5 27th September

Becoming a Teacher: Identity 4 2, 7, 8

4.5, 7.1, 7.2 4.2, 4.3, 5.3, 6.3 Assessment 2

Friday 1st October 2021

6 4th October Teacher Resilience 4 6, 7 4.4, 6.1, 7.4 4.2, 4.3, 5.3, 6.3  

7 11th

October

Becoming a Teacher: Global Citizenship 3 2, 7, 8

1.2, 1.4, 4.1, 4.4, 6.1, 6.2

6.3  

8 18th October Teaching in the 21st Century – Understanding Learning and Learners (2)

3 2, 7, 8

1.2, 1.4, 4.1, 4.4, 6.1, 6.2

6.3  

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9 25th October Reflective Practice 5 7, 8 4.5, 6.1, 7.1, 7.2 6.3  

10 1st November

Values and the Ethical Practitioner 4, 5 2, 7, 8

1.2, 1.4, 1.6, 6.1, 7.1, 7.2

4.2, 4.3, 5.3, 6.3  

11 8th November

Pedagogy and The Australian Curriculum 4 2, 7, 8

1.2, 1.3, 1.4, 1.6, 2.1, 4.5, 7.1, 7.2

4.2, 4.3, 5.3, 6.3  

12 15th November

My Professional Teacher ePortfolio 5 5, 7, 8

4.5, 6.1, 7.1, 7.2 6.3 Assessment 3 Friday 19th November 2021

13 22nd November

Review and Reflection

 

         

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