EDSE4076: Semester 1, 2023

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Units EDSE4076 Semester 1 2023 [Normal day]

Unit of study_

EDSE4076: Classical Hebrew and Judaism Curriculum 3

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

This unit of study is designed to equip students with the skills and knowledge to implement the Board of Studies NSW Stage 6 Classical Hebrew Continuers and Extension Syllabuses. It builds on the skills, knowledge and understanding developed in Classical Hebrew 1 and 2. There is a strong and continued emphasis on differentiation of instruction, based primarily on first and second language literacy, prior achievement and approaches to learning.

Unit details and rules

Unit code	EDSE4076
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	120 credit points of units including EDSE3084
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Michael Abrahams-Sprod, michael.abrahams-sprod@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Planning a curriculum unit Long answer	35%	Week 10 Due date: 01 May 2023 at 23:59 Closing date: 15 May 2023	1500wd
Outcomes assessed:
Assignment	Lesson plans and class simulation Long answer and class simulation	35%	Week 11 Due date: 08 May 2023 at 23:59 Closing date: 22 May 2023	1500wd
Outcomes assessed:
Assignment	Individual response essay Long answer	30%	Week 13 Due date: 22 May 2023 at 23:59 Closing date: 05 Jun 2023	1500wd
Outcomes assessed:

Assessment summary

Please refer to the assessment schedule on this document and detailed advice on the Canvas site for this unit for all details, schedules and guidance for assessment tasks for this unit.

Assessment criteria

Please refer to ‘Assessment criteria’ on this document for assessment grading advice and guidance.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Please refer to 'Late submission' on this document for such guidance and advice.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Dilemmas in teaching sacred/culturally valued texts	Lecture and tutorial (3 hr)
Week 02	The Stage 6 classroom: learner characteristics and needs	Lecture and tutorial (3 hr)
Week 03	1. The Biblical Hebrew canon; 2. Literacy demands on students of Hebrew texts and their translations	Lecture and tutorial (6 hr)
Week 04	1. Approaches to teaching narrative texts; 2. Scaffolding student writing and providing feedback to students	Lecture and tutorial (6 hr)
Week 05	The specific conceptual and literary challenges of the Talmudic style	Lecture and tutorial (3 hr)
Week 06	Differentiating lesson planning to support students with a range of literacy needs	Lecture and tutorial (3 hr)
Week 07	Linguistic knowledge for comprehending Stage 6 Classical Hebrew texts	Lecture and tutorial (3 hr)
Week 08	1. Applying strategies to the teaching of explicit grammar in the Australian setting; 2. Use of lexicons, commentaries and other Classical Hebrew learning aids	Lecture and tutorial (6 hr)
Week 09	NESA assessment and reporting requirements for Stage 6	Lecture and tutorial (3 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate approaches to the teaching of sacred Jewish texts as religious, historic and literary documents. 2.1.1.
LO2. demonstrate the ability to teach the analysis of unique language phenomena in sacred texts. 2.1.1, 2.2.1.
LO3. closely analyse and interpret the content, format, requirements and expected outcomes of the NSW Classical Hebrew Continuers and Extension syllabi.
LO4. plan, develop and implement appropriate lesson plans and a coherent curriculum unit in the NSW Classical Hebrew Stage 6 syllabus, utilising and building on knowledge and skills from Classical Hebrew 1 and 2.1.1.1, 1.3.1, 1.5.1, 3.1.1, 3.2.1, 3.3.1.
LO5. apply specialised tools and strategies for the teaching of the Tanach.
LO6. access, utliise and apply a wide range of appropriate teaching resources, including ICT, taking into account student backgrounds, needs, interests and abilities. 1.5.1.
LO7. demonstrate skill of reflection on pedagogical issues and teaching practice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes to this unit are made in each iteration of this unit, based on the USS, informal and formal feedback from students and colleagues and other pedagogical matters.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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