edu4cdd curriculum dvlmt
CURRICULUM DEVELOPMENT AND DESIGN
Credit points: 30
This subject will require class members to collate and analyse a folio of curriculum issues drawn from current affairs. Some contexts and issues discussed include: what knowledge is most worthwhile in the modern world and how it can be encapsulated in curricula; global, national and local demands on the knowledge, skills, values and beliefs in curricula in different types of educational contexts; Topics include: contextual influences: conflicting pressures of societal, organisational and individual needs on curricula; models, theories, plans and resource frameworks used by curriculum planners; Overview of the VELS, VCE and VCAL curriculum frameworks; an introduction to everyday practices for planning, implementing, assessing and revising curricula.
SchoolSchool of Education
Subject Co-ordinatorMichael Brown
Available to Study Abroad StudentsYes
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Australia's curriculum dilemmas: state cultures and the big issues,||Recommended||Yates, L., Collins, C. and O'Connor, K., (2011)||MELBOURNE UNIVERSITY PRESS|
|Readings||Curriculum construction,||Recommended||Brady, L. and Kennedy, K., (2010)||4TH EDN, PEARSON|
|Readings||Key concepts for understanding curriculum,||Recommended||Marsh, C., (2010)||4TH EDN, ROUTLEDGE|
|Readings||Training in Australia,||Recommended||Tovey, M. and Lawlor, D. (2008)||3RD EDN, PEARSON EDUCATION|
Graduate capabilities & intended learning outcomes
01. Identify and interpret the value of knowledge in contemporary society, and describe its relationship to curricula.
- Workshop sessions on: defining curriculum, curriculum models and conceptions, roles and responsibilities, student centred learning, problem based approaches.
02. Identify and discuss global and local demands on knowledge, skills and values in educational contexts relevant to teaching experiences.
- Group based workshops defining and discussing concepts of social realism and knowledge relationships. Discussion on contemporary educational settings (including VET, VCAL and school-based scenarios)
03. Balance conflicting or competing needs of society, the economy and the environment.
- Student presentations and peer review re curriculum in local and global contexts (including strategic and operational levels of curriculum development and design)
04. Construct and sequence curriculum components and resources to suit the needs of a variety of learners.
- Workshop activities extending session planning formats into curriculum development - including sequencing learning activities and prioritising learner needs.
05. Analyse, develop and articulate conceptions of curriculum; including their purposefulness for learners and society.
- Reviews of curriculum models and student-led discussions on individual conceptions of curriculum - focussed on the needs of learners in the 21st century.
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Melbourne, 2015, Week 30-39, Day
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorDamon Cartledge
Lecture/WorkshopWeek: 30 - 39
Six 7.0 hours lecture/workshop per study period on weekends during the day from week 30 to week 39 and delivered via face-to-face.
|One 3000-word assignment - Conceptions of Curriculum||45||01, 05|
|Folio of curriculum issues (2750-words equivalent) - as detailed in SLG||35||01, 02, 03|
|Presentation - inc. involvement in peer review (1250-words equivalent)||20||02, 04|