EDF4121 Teaching: The Power To Change Semester 1, 2019: Unit Guide

Unit Guide

EDF4121
Teaching: The power to change
Semester 1, 2019
Table of contents
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2019
1
Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration 6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Tutorial Assistance Scheme (ITAS) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Synopsis 9
Learning outcomes 9
Workload requirements 9
Assessment requirements 10
2
Recommended resource(s) 10
Teaching team 11
Chief Examiner 11
Unit Coordinator(s) 11
Teaching approaches 12
Unit in a nutshell 12
Teaching approaches for this unit 12
Live streaming 12
Technological requirements 12
Student evaluations of this unit 12
Unit schedule 14
Assessment summary table 15
Assignment submission 15
Returning assignments 15
Assessment feedback to you 15
Assessment tasks 16
Unit guide prepared by 28
Last updated 28
3
University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.
Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.
For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html
Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html
Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:
● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf

● Library Services:
http://www.monash.edu/library/services/users/students
Your feedback to us 4
Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration:
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/

Reference requirements
American Psychological Association (APA) 6th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 6th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa
Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.
Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo
5
Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support
English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect
Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education
Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf
Special Consideration
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration
eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students
Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].
All Monash courses are designed to prepare Monash graduates to be:
1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems
● apply research skills to a range of challenges

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2.
● apply research skills to a range of challenges

● communicate perceptively and effectively
http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf
Indigenous Tutorial Assistance Scheme (ITAS)

http://www.monash.edu/about/indigenous/students/scheme
Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.
Monash University Library

http://www.monash.edu/library
Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/
Student information:
University: http://www.monash.edu/students
Faculty of Education: http://www.monash.edu/education/current-students
Disability support services 7

Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.
● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: disabilitysupportservices@monash.edu
8
Unit information
Mode of delivery
Peninsula (Online)
Clayton (On-campus)
Peninsula (On-campus)
Unit relationships

Prerequisites
None
Prohibitions
None
Corequisites
None
Synopsis
In this unit students investigate and reflect on the multiple dimensions of being a teacher, with a
focus on their own specialisation and its educational context. They consider the kinds of 'power'
they have as an individual teacher and the teaching profession as a whole to influence young
people's learning and development in a complex world. As part of that investigation students
examine, critically analyse and evaluate different theories of teaching and lesson design, with a
particular focus on inquiry teaching practices as a prerequisite for effective inquiry learning. In the
course of deepening understanding about the role of a teacher, students research a number of
policy documents (at local, national and global levels) and consider the ways these policies
influence teachers' practices and sense of who they are as professionals.
Learning outcomes
Upon successful completion of this unit students should be able to:
1. investigate the complex, multi-faceted and changing nature of teachers' work

2. examine, critically analyse and evaluate different theories of teaching practice, including
the process of lesson planning
3. develop a theoretical and practical knowledge and understanding of inquiry teaching
practice as a foundation for inquiry learning, especially in their particular specialisation
4. develop critical awareness of the ways policy documents (at local, national and global
levels) have an impact on teachers' professional practice in diverse educational settings.
Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:
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(a.) Contact hours for on-campus students:
● equivalent to 24 hours engagement in online, face-to-face or blended platforms
(b.) Contact hours for off-campus students:
● equivalent to 24 hours engagement in online or blended platforms
(c.) Additional requirements (all students)
● independent study to make up the minimum required hours per semester
Assessment requirements
Research essay: Teacher inquiry literacy in my specialisation (1600 words, 40%)
Online test (800 words or equivalent, 20%)
Teaching inquiry: Designing an inquiry-based learning experience (1600 words, 40%)
Recommended resource(s)
Churchill, Rick, Peter Ferguson, Sally Godinho\Nicola F Johnson, Amanda Keddie, Will Letts,
Jenny Mackay, Michele McGill, et al. (Hard copy version 2016+ or online version accessible
through Monash library). Teaching: making a difference. Edited by Rick Churchill. Milton, QLD:
John Wiley and Sons.
Kidman,G. & Casinader, N. (2017) Inquiry-based Teaching and Learning across disciplines:

comparative theories and practice in Schools (Palgrave: Basingstoke)
Additional weekly readings are listed on Moodle and are available as a digitised access list on the
Moodle site.
Teaching team 10
Teaching team
Chief Examiner
Name: Dr Michelle Ludecke
Campus: Clayton
Email: Michelle.Ludecke@monash.edu
Phone: +61 3 990 51480
Unit Coordinator(s)
Campus: Clayton
Email: michellle.ludecke@monash.edu
Phone:
Name: Dr Helen Grimmett
Campus: Peninsula
Email: Helen.Grimmett@monash.edu
Phone: +61 3 990 47171
Name: Mr Peter Van Cuylenburg
Campus: Online
Email: Peter.VanCuylenburg@monash.edu
Phone:
Teaching approaches 11
Teaching approaches
Unit in a nutshell
This unit is one of the key, common units that are undertaken by all MTeach students, whatever
their specialisation. It focuses on an exploration of all the key elements of teaching as a profession
as a whole, and within each specialisation. It is a companion unit to EDF4120. Students will be
encouraged to develop an understanding of those interactions and links as the units progress.
However, the two are also very distinct. The distinction is that this unit focuses on teaching, while
EDF4120 focuses on learning. The focus of this unit will be on teaching approaches, with inquiry
teaching as a common example.
Teaching approaches for this unit

Aside from the weeks of professional placement, each week will be usually divided into two parts:
a one-hour lecture and a two-hour workshop. Exceptions to this are listed in this guide and on
Moodle.
The workshops at each campus have been timetabled and staffed according to specialisation:

Primary & Secondary (the dual sector degree), Early Years-Primary, and Secondary at Clayton;
Primary at Peninsula; and Primary online. As far as possible, University Timetabling has tried to
ensure that there are no clashes with any student's course units.

Live streaming
If you are allocated to a lecture activity as a livestream unit you do not need to come to campus. A
link to the livestreams will be available in your Moodle unit.
For information on how to participate in your lectures via live streaming you can review this guide
created by the library: https://guides.lib.monash.edu/learning-tools/video
If you have any technical issues please contact the service desk: https://www.monash.edu
/esolutions/contact
If you need more information on timetabling you can visit their site: https://www.monash.edu
/timetables/fix-problems
Technological requirements
Students are asked to bring a laptop or tablets to use in lectures and workshops. Laptops and/or
tablets are encouraged, as they enable constructive written work to be undertaken on an
assessment task, or other written work, in a workshop, when required.
Note that, as the unit progresses, students will be given work to do on assessment tasks in the
workshops so that they have access to tutor assistance.
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Student evaluations of this unit
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
Previous student evaluations of this unit

In response to previous SETU results of this unit, the following changes have been made:
● The focus on inquiry has been balanced with options to explore additional teaching
approaches. Our teaching staff have worked as a team to revise and prepare the resources
for this unit.
In response to previous SETU results of this unit, the following positive feedback has been
received:
● Many pre-service teachers in the past have found the EDF4121 tutorials (on campus and
online) to be highly beneficial. We encourage regular attendance to maximise your
engagement in this Unit.
If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports
Unit schedule 13
Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).
Week Topic Assessment
O Module 1
Moodle-based activities
1 Module 1
Campus-based Tutorial & Lecture
2 Module 2
3 Module 2 AT1 Due: 24

Campus-based Tutorial & Lecture March 2019
4 Module 3
5 Module 3
6 Module 3
7 Assignment finalisation AT2 Due: 18

No lecture April 2019
Mid-semester break
8, 9 & PLACEMENT
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11 Module 3
12 Module 3 AT3 Due: 31

Campus-based Tutorial & Lecture May 2019
Please see the EDF4121 Moodle Site for further details
Assessment summary table 14

Assessment summary table
Assessment task Value Due date
Moodle Online Test 20% To be completed by 11.55 pm Sunday

24th March 2019
Research essay: Teacher Inquiry Literacy in 40% Thursday 18th April, 2019, 11:55 pm
my specialisation
Teaching inquiry: Designing a learning 40% 11.55 pm Friday 31st May 2019
experience
Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.
Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be
managed by Chief Examiners for Faculty of Education units. For more information visit:
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures

Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.
Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures
Types of feedback you can expect to receive in this unit are:
✔ Graded assignments with comments
Assessment tasks 15
Assessment tasks
Moodle Online Test
Due date: To be completed by 11.55 pm Sunday 24th March 2019
Estimated return date: Automatically marked by Moodle
Assessment task link to unit learning outcomes:

4. develop critical awareness of the ways policy documents (at local, national and global levels) have an impact on teachers'
professional practice in diverse educational settings
Australian Professional Standards for Teachers:
2.3, 2.4, 3.1, 3.2, 7.1, 7.2, 7.4
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst
Details of task:
1. This is a 30-minute online multiple-choice test. (20 questions)

2. Once you start the test, you will have 30 minutes to complete the test.
3. N.B.: you cannot go back and retake the test – you can only undertake it once.
4. There will be 20 multiple-choice, true/false and short answer questions.
5. The online test will be marked automatically by Moodle and the mark entered into the unit gradebook.
6. The test will be based on Module 1 content delivered via Lectures & tutorials, and associated Moodle resources and chapters in
the recommended texts. The test will allow you to check your progress in the early stages of your course,
Task details and instructions will be posted on Moodle.
Word count/equivalent: 800 words equivalent (multiple choice)
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Weighting/Value: 20%
Presentation requirements: None.
Individual assessment in group tasks: This is an individual assessment task.
Additional information: An online test based on engagement in Module 1 of the Unit.
Criteria for marking:
● 1 (one) mark per question.

● Scored out of 20 ( 20% of unit total)
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Research essay: Teacher Inquiry Literacy in my specialisation
Due date: Thursday 18th April, 2019, 11:55 pm
Estimated return date: Thursday 9th May 2019

2. examine, critically analyse and evaluate different theories of teaching practice, including the process of lesson planning
3. develop a theoretical and practical knowledge and understanding of inquiry teaching practice as a foundation for inquiry learning,
especially in their particular specialisation
2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3,4, 6.1, 6.2, 7.1

Details of task: Critically discuss the nature of inquiry literacy in the context of your own specialisation.
Your task involves two parts, structured as a research paper and reflection:
Part A requires you to research inquiry teaching practices in relation to your specialisation.
Part B requires you to reflect on inquiry teaching practices relates to your own specialisation and teacher identity.
You will refer to:
● Module 2 of the EDF4121 coursework program, including:

● the readings
● additional academic literature that you have researched, and
● your engagement in lectures, tutorials and online resources

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Word count/equivalent: 1600
Presentation requirements: Your submission should:
1. Correctly refer to, cite and reference (APA 6th Edition) any relevant lecture/workshop material and readings (the academic
literature). These may include:
● readings provided as part of the reading list;
● content discussed in lectures and tutorials;
● additional peer-reviewed readings that you find yourself. (Peer-reviewed readings include journal articles from academic
publications that been vetted by other academics. This is usually stated clearly on the journal website or at the start of any
hard copy publication. They also include research-based books published by academic publishers.)
2. Meet the word count (within 10%), and be logically and coherently structured. The word count includes all headings, in-text
citations and quotations.
3. Use clear and appropriate English language that is correct in both spelling and grammar.
4. Ensure your work is original and that you identify (i.e. cite and reference) where you draw on the words and ideas of
others.
5. Two (2) documents, identical in content and formatting, will be presented as a (1) Word and (2) PDF document for assessment
and should be professionally formatted (margins, page numbers, use of appropriate formatting, include your name in the header of
each numbered page and file name, etc.)
Individual assessment in group tasks: This is an individual assessment task.
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Additional information:
Criterion 4 refers to academic literacy .
Academic literacy can refer to either the technique and rules of writing, or grammar and expression ; that is, the construction of
sentences, communication of ideas and so on.
Below is a guide to what might be expected at each grade in terms of academic literacy:
HD D C P N
Standard of The paper is The paper is The paper is mostly The paper would benefit The submission is at
English presented to a presented to a high well presented, from editing due to a times incoherent due to
language very high academic standard, although a small number of errors in a large number of errors
including academic with only minor number of errors in spelling, grammar, in spelling, grammar,
spelling, standard, with errors in spelling, spelling, grammar, sentence structure or sentence structure and
grammar, excellent grammar, sentence sentence structure punctuation. /or punctuation.
sentence sentence structure or or punctuation were You need to engage You need to engage
structure and structuring, punctuation. Proper detected. with Academic with Academic
punctuation. spelling, proofreading is Engagement with Language Resources Language Resources
grammar and recommended in Academic on Moodle (owl icon) on Moodle (owl icon)
correct use of the future. Language and contact the faculty and contact the faculty
punctuation. Engagement with Resources on academic language academic language
Academic Moodle (owl icon) advisor to develop your advisor to develop your
Language and English language skills further. language skills further.
Resources on Connect peer
Moodle (owl icon) is support is strongly
recommended. recommended.
20
Standard of The paper is The paper is well The paper is mostly The paper is mostly The paper is poorly
academic very well organised, written well organised, adequately organised organised, uses
literacy organised, with the use of the written with the use and mostly uses inappropriate style,
including written with appropriate style, of the appropriate adequate style, voice voice and/or formatting
proper the use of the voice or formatting style, voice or and/or formatting (paragraphing, spacing,
organisation appropriate (paragraphing, formatting (paragraphing, spacing, font type and size).
of ideas in style, voice spacing, font type (paragraphing, font type and size), but Mechanics of in-text
response to and formatting and size). Accurate spacing, font type would benefit from and end-of-text APA
the task, style, (paragraphing, mechanics of in-text and size). thorough editing. (6th ed.) referencing
voice, spacing, font and end-of-text Accurate Mechanics of in-text style were not used
formatting type and size). APA (6th ed.) mechanics of in-text and end-of-text APA appropriately
(paragraphing, Accurate referencing style and end-of-text (6th ed.) referencing (systematic errors).
spacing, font mechanics of were used with APA (6th ed.) style were not used You need to engage
type and size) in-text and minor referencing style appropriately (more with Academic
and end-of-text inconsistencies (no were used with than 4 error types). Language Resources
referencing APA (6th ed.) more than 2 error minor You need to engage on Moodle (owl icon)
conventions. referencing types). inconsistencies (no with Academic and contact the library
Adherence to style were Engagement with more than 4 error Language Resources learning skills advisor
the word limit used. Academic types). on Moodle (owl icon) on your campus.
(±10%). Language Engagement with and contact the library
Resources on Academic learning skills advisor
Moodle (owl icon) is Language on your campus.
recommended. Resources on
Moodle (owl icon)
and library services
is strongly
recommended.
Criterion 1: Critical engagement with the notion of inquiry literacy

The extent to which the submission identifies and critically discusses the nature of inquiry teaching practices, how they need to be
considered in the context of the specialisation being studied, as well as showing a developing understanding of the impact of the
various factors that shape the development of inquiry teaching practices.
30%
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Criterion 2:
Personal insights into own inquiry literacy and teacher identity
The extent to which the submission provides a clear personal statement that reveals an awareness of your emerging professional
identity. This will involve reflecting on the ways and means by which your own view of what it means to belong to the teaching
profession has been affirmed and/or challenged by the early weeks of the MTeach course.
30%
Criterion 3:
Critical engagement with readings, lectures and additional academic literature
The extent to which the submission demonstrates critical engagement with the academic course input and the literature.
30%
Criterion 4: Academic literacy and integrity

The submission should be original and authentic (i.e. all your work); written and organised in a logical, coherent way; and proofread to
ensure it is free from spelling and grammatical errors. APA 6th Ed referencing conventions used correctly, and ideas and words that
are not your own are referenced appropriately.
10%
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Teaching inquiry: Designing a learning experience
Due date: 11.55 pm Friday 31st May 2019
Estimated return date: Friday 28th June 2019

2. examine, critically analyse and evaluate different theories of teaching practice, including the process of lesson planning
3. develop a theoretical and practical knowledge and understanding of inquiry teaching practice as a foundation for inquiry learning,
especially in their particular specialisation
4. develop critical awareness of the ways policy documents (at local, national and global levels) have an impact on teachers'
professional practice in diverse educational settings

2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3,4, 6.1, 6.2, 6.3, 7.1
Details of task: The aim of this task is for you to demonstrate your understanding of planning for teaching. Your submission must show
an understanding of teaching approaches, as explored throughout the unit.
Task Parameters
1. This task will be conducted in groups of 3. All the members of the group must come from the same workshop group. The groups
will be allocated by the tutor and will be used for workshop activities during the unit.
2. Each group must agree on and clearly state their specialisation focus and related curriculum. Note: the chosen discipline focus
should reflect the ‘best fit’ for all members of the group, especially in the Secondary specialisation. A cross-disciplinary approach
can be employed.
3. The unit documentation must include, but is not restricted to:
1. Description of disciplinary concepts and content being covered in each session
2. Description of teaching approach/es
3. Teaching resources
4. Details of what the teacher is/will be doing to teach the students
5. Details of resources and assessment opportunities
6. Analysis and justification of the approach taken in teaching the learning sequence and how relevant aspects of the discipline
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6. Analysis and justification of the approach taken in teaching the learning sequence and how relevant aspects of the discipline
have been addressed.
Word count/equivalent: 1600 words (equivalent)
Presentation requirements: Your submission should:
1. Correctly refer to, cite and reference (APA 6th Edition) any relevant lecture/workshop material and readings (the academic
literature). These may include:
● readings provided as part of the reading list;
● content discussed in lectures and tutorials;
● additional peer-reviewed readings that you find yourself. (Peer-reviewed readings include journal articles from academic
publications that been vetted by other academics. This is usually stated clearly on the journal website or at the start of any
hard copy publication. They also include research-based books published by academic publishers.)
2. Meet the word count (within 10%), and be logically and coherently structured. The word count includes all headings, in-text
citations and quotations.
3. Use clear and appropriate English language that is correct in both spelling and grammar.
4. Ensure your work is original and that you identify (i.e. cite and reference) where you draw on the words and ideas of
others.
5. Two (2) documents, identical in content and formatting, will be presented as a (1) Word and (2) PDF document for assessment
and should be professionally formatted (margins, page numbers, use of appropriate formatting, include your name in the header of
each numbered page and file name, etc.)
6. Each group member should submit their own complete Word and PDF documents. Be consistent across your group in labelling
your files: e.g. EDF4121_AT3_Colla_Grimmett_Ludecke.doc EDF4121_AT3_Colla_Grimmett_Ludecke.pdf
Individual assessment in group tasks: This is a group assignment. It is expected that, within each group, each member of the group will
be responsible for completing designated tasks, whilst contributing to other tasks that are be completed jointly. One purpose of this
assessment task is to mirror the collaborative nature of teacher work within an educational setting in preparing a unit of student learning.
For this reason, each member of the group will receive the same mark on the assumption that all members of the group have
contributed equally to the final submission. If this is not the case, the group is required to inform their tutor and the Unit Coordinator by
Week 11.
24
Week 11.
Additional information: Criterion 4 refers to academic literacy .
Academic literacy can refer to either the technique and rules of writing, or grammar and expression ; that is, the construction of
sentences, communication of ideas and so on.
Below is a guide to what might be expected at each grade in terms of academic literacy:
HD D C P N
Standard of The paper is The paper is The paper is mostly The paper would benefit The submission is at
English presented to a presented to a high well presented, from editing due to a times incoherent due to
language very high academic standard, although a small number of errors in a large number of errors
including academic with only minor number of errors in spelling, grammar, in spelling, grammar,
spelling, standard, with errors in spelling, spelling, grammar, sentence structure or sentence structure and
grammar, excellent grammar, sentence sentence structure punctuation. /or punctuation.
sentence sentence structure or or punctuation were You need to engage You need to engage
structure and structuring, punctuation. Proper detected. with Academic with Academic
punctuation. spelling, proofreading is Engagement with Language Resources Language Resources
grammar and recommended in Academic on Moodle (owl icon) on Moodle (owl icon)
correct use of the future. Language and contact the faculty and contact the faculty
punctuation. Engagement with Resources on academic language academic language
Academic Moodle (owl icon) advisor to develop your advisor to develop your
Language and English language skills further. language skills further.
Resources on Connect peer
Moodle (owl icon) is support is strongly
recommended. recommended.
25
Standard of The paper is The paper is well The paper is mostly The paper is mostly The paper is poorly
academic very well organised, written well organised, adequately organised organised, uses
literacy organised, with the use of the written with the use and mostly uses inappropriate style,
including written with appropriate style, of the appropriate adequate style, voice voice and/or formatting
proper the use of the voice or formatting style, voice or and/or formatting (paragraphing, spacing,
organisation appropriate (paragraphing, formatting (paragraphing, spacing, font type and size).
of ideas in style, voice spacing, font type (paragraphing, font type and size), but Mechanics of in-text
response to and formatting and size). Accurate spacing, font type would benefit from and end-of-text APA
the task, style, (paragraphing, mechanics of in-text and size). thorough editing. (6th ed.) referencing
voice, spacing, font and end-of-text Accurate Mechanics of in-text style were not used
formatting type and size). APA (6th ed.) mechanics of in-text and end-of-text APA appropriately
(paragraphing, Accurate referencing style and end-of-text (6th ed.) referencing (systematic errors).
spacing, font mechanics of were used with APA (6th ed.) style were not used You need to engage
type and size) in-text and minor referencing style appropriately (more with Academic
and end-of-text inconsistencies (no were used with than 4 error types). Language Resources
referencing APA (6th ed.) more than 2 error minor You need to engage on Moodle (owl icon)
conventions. referencing types). inconsistencies (no with Academic and contact the library
Adherence to style were Engagement with more than 4 error Language Resources learning skills advisor
the word limit used. Academic types). on Moodle (owl icon) on your campus.
(±10%). Language Engagement with and contact the library
Resources on Academic learning skills advisor
Moodle (owl icon) is Language on your campus.
recommended. Resources on
Moodle (owl icon)
and library services
is strongly
recommended.
Criterion 1: Planning a learning sequence

Outline a learning sequence relevant to your specialisation. Identify teaching approach/es appropriate to the content and learners.
20%
Criterion 2: Planning teaching resources, and assessment for appraisal of teaching

Describe the type of teaching resources that assist the delivery of content, and teaching approaches.
Plan to generate assessment data that can inform your future teaching practice.
20%
26
Criterion 3: Academic justification
A theoretically-supported rationale for, and justification of the approach/es outlined in the plan. This section should be your groups'
original work.
50%
Criterion 4: Academic literacy and integrity

The submission should be original and authentic (i.e. all your work); written and organised in a logical, coherent way; and proofread to
ensure it is free from spelling and grammatical errors. APA 6th Ed referencing conventions used correctly, and ideas and words that
are not your own are referenced appropriately.
10%
27
Unit guide prepared by
Campus: Clayton
Email: Michelle.Ludecke@monash.edu
Last updated
15 Feb 2019

Copyright @ Monash University 2019. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.
28

EDF4121 Teaching: The Power To Change Semester 1, 2019: Unit Guide

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Fieldwork risk assessment statement

Extensions, penalties, resubmission and special

Student academic integrity policy

eSolutions service desk (ICT services and help)

Graduate attributes policy

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● apply research skills to a range of challenges

● apply research skills to a range of challenges

Indigenous Tutorial Assistance Scheme (ITAS)

Information for Singapore based students

Monash University Library

Disability support services 7

1. investigate the complex, multi-faceted and changing nature of teachers' work

Kidman,G. & Casinader, N. (2017) Inquiry-based Teaching and Learning across disciplines:

Teaching approaches for this unit

The workshops at each campus have been timetabled and staffed according to specialisation:

Previous student evaluations of this unit

Week Topic Assessment

3 Module 2 AT1 Due: 24

7 Assignment finalisation AT2 Due: 18

12 Module 3 AT3 Due: 31

Please see the EDF4121 Moodle Site for further details

Assessment summary table 14

Moodle Online Test 20% To be completed by 11.55 pm Sunday

Late Assignment Submission

Assessment feedback to you

Types of feedback you can expect to receive in this unit are:

✔ Graded assignments with comments

Moodle Online Test

Due date: To be completed by 11.55 pm Sunday 24th March 2019

Estimated return date: Automatically marked by Moodle

Assessment task link to unit learning outcomes:

1. investigate the complex, multi-faceted and changing nature of teachers' work​

Australian Professional Standards for Teachers​:

1. This is a 30-minute online multiple-choice test. (20 questions)

Task details and instructions will be posted on Moodle.

Word count/equivalent: 800 words equivalent (multiple choice)

Individual assessment in group tasks: This is an individual assessment task.

Additional information: An online test based on engagement in Module 1 of the Unit.

Criteria for marking:

● 1 (one) mark per question.

Due date: Thursday 18th April, 2019, 11:55 pm

Estimated return date: Thursday 9th May 2019

Assessment task link to unit learning outcomes:

Australian Professional Standards for Teachers​:

2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3,4, 6.1, 6.2, 7.1

Part A requires you to research inquiry teaching practices in relation to your specialisation.

You will refer to:

● Module 2 of the EDF4121 coursework program, including:

Task details and instructions will be posted on Moodle.

Presentation requirements: Your submission should:

Individual assessment in group tasks: This is an individual assessment task.

Criteria for marking:

Criterion 1: Critical engagement with the notion of inquiry literacy

Criterion 4: Academic literacy and integrity

Due date: 11.55 pm Friday 31st May 2019

Estimated return date: Friday 28th June 2019

Assessment task link to unit learning outcomes:

1. investigate the complex, multi-faceted and changing nature of teachers' work

Australian Professional Standards for Teachers​:

Task details and instructions will be posted on Moodle.

Word count/equivalent: 1600 words (equivalent)

1. investigate the complex, multi-faceted and changing nature of teachers' work

Australian Professional Standards for Teachers:

Australian Professional Standards for Teachers:

Australian Professional Standards for Teachers: