CURRICULUM DEVELOPMENT AND DESIGN
EDU4CDD
2018
Credit points: 30
Subject outline
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.
School: School of Education
Credit points: 30
Subject Co-ordinator: Michael Brown
Available to Study Abroad Students: Yes
Subject year level: Year Level 4 - UG/Hons/1st Yr PG
Exchange Students: Yes
Subject particulars
Subject rules
Prerequisites: N/A
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: N/A
Special conditions: N/A
Learning resources
Readings
| 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., (2013) | 5th Edition, PEARSON |
| Readings | Understanding curriculum: an Australian context | Recommended | Webster S & Ryan A (2014) | Melbourne: Cambridge University Press |
| Readings | the Australian curriculum: promises, problems and possibilities | Recommended | Reid A & Price D (2018) | Deakin: ACSA |
Graduate capabilities & intended learning outcomes
01. Identify and interpret the value of knowledge in contemporary society, and describe its relationship to curricula.
- Activities:
- Workshop sessions on: defining curriculum, curriculum models and conceptions, roles and responsibilities, student centred learning, problem based approaches.
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Identify and discuss global and local demands on knowledge, skills and values in educational contexts relevant to teaching experiences.
- Activities:
- 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)
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
03. Balance conflicting or competing needs of society, the economy and the environment.
- Activities:
- Student presentations and peer review re curriculum in local and global contexts (including strategic and operational levels of curriculum development and design)
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. Construct and sequence curriculum components and resources to suit the needs of a variety of learners.
- Activities:
- Workshop activities extending session planning formats into curriculum development - including sequencing learning activities and prioritising learner needs.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Analyse, develop and articulate conceptions of curriculum; including their purposefulness for learners and society.
- Activities:
- Reviews of curriculum models and student-led discussions on individual conceptions of curriculum - focussed on the needs of learners in the 21st century.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Melbourne, 2018, Semester 2, Day
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Michael Brown
Class requirements
Lecture/WorkshopWeek: 31 - 43
Six 7.0 hours lecture/workshop per study period on weekends during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 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, 04 | |
| Presentation - inc. involvement in peer review and groupwork (1250-words equivalent) | 20 | 02, 03 |