edu3cfm curriculum focussed method
CURRICULUM FOCUSSED METHOD
EDU3CFM
2016
Credit points: 15
Subject outline
In this method subject, students delve more deeply into the curricula of their chosen disciplines and learn about a range of strategies that can be applied in those disciplines. Students also investigate cross or interdisciplinary approaches that are taken in some schools. Students develop resources, through research, collaboration and processes that promote creativity, problem solving, and the associated development and management of new ideas. Students could apply what they have learnt to generate new ideas for curriculum resources and approaches to teaching. Students get competence to fully develop and present these ideas, and reflect on the opportunities and risks associated with implementing these new curriculum ideas.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorPrem Kurup
Available to Study Abroad StudentsNo
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Only available to students enrolled in the following courses: EBTP - Bachelor of Teaching (Primary), EBTS - Bachelor of Teaching (Secondary), EBOCE - Bachelor of Outreach and Community Education, EBTOCE - Bachelor of Teaching (Outreach and Community Education), AZAAE - Bachelor of Arts/Arts Education, SZSSE - Bachelor of Science/Science Education
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditions Must complete first and second year Discipline studies prior to enrolling in this subject.
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Teaching: Making a Difference | Recommended | Churchill, R. et al., 2011 | John Wiley & Sons, Australia |
| Readings | Improving Student Achievement: A Practical Guide to assessment for learning | Recommended | Glasson, T., 2008 | Curriculum Corporation |
| Readings | Engaging Minds: Culture of Education and Practice of Teaching | Recommended | Davis, B. et al., 2015 | Taylor and Francis |
| Readings | Effective Teaching Strategies: Lessons from Research and Practice | Recommended | Killen, R., 2007 | Thomson Social Science Press Victoria |
| Readings | Effective Teaching: Evidence and Practice | Recommended | Muijis, D. & Reynolds, D., 2005 | SAGE Publications |
| Readings | Learning Federation website | Recommended | www.thelearningfederation.com.au | . |
| Readings | Learning in the Middle Years more than a transition | Recommended | Groundwater-Smith at al | THOMSON, 2007 |
| Readings | Meet me in the Middle-Online text | Recommended | Wormelli, R. | STENHOUSE PUBLISHERS (2001) |
| Readings | Teaching: making a difference | Recommended | Churchill, Rick et al (2011) | JOHN WILEY & SONS |
| Readings | Technology Toolkit (introducing you to Web2.0) | Recommended | Bass, G. & Pearce, J. (2008) | NELSON |
Graduate capabilities & intended learning outcomes
01. Capacity to apply appropriate theories, strategies and approaches in the development of classroom resources to improve student learning outcomes.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Demonstrate understanding of the role of networking and collaboration in the management, use and development of school resources.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
03. Consider and apply cross and inter disciplinary thinking in resource development for school contexts in terms of flexibility and creativity in developing ideas and resolving complex problems.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. Demonstrate understanding of the appropriate assessments required for teaching and learning and the information they give teachers about student knowledge, understanding and skills.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Generate new ideas and understand, experience and reflect the dynamics of change, and apply this understanding to the generation and development of new ideas.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
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Melbourne, 2016, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorPrem Kurup
Class requirements
WorkShopWeek: 13 - 20
Two 6.0 hours workshop per study period on weekdays during the day from week 13 to week 20 and delivered via face-to-face.
"Plus one hour of online learning per week"
WorkShopWeek: 16 - 16
One 3.0 hours workshop per study period on weekdays during the day from week 16 to week 16 and delivered via face-to-face.
"Plus one hour of online learning per week"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Weekly posts in conversations between group members (3,500 words equivalent) | Group and Individual Product #A new generation teacher capable of generating an effective management of new ideas#. Document made by two students containing self and group reflections, and product. | 50 | 01, 02, 03, 04, 05 |
| Development and group presentation of curriculum materials (1,000 words equivalent) | In class group presentation. | 50 | 02, 03, 04, 05 |