PEDAGOGY, CURRICULUM AND PRACTICE

EDU2PCP

2019

Credit points: 15

Subject outline


In this subject pre-service teachers will investigate the process of developing informed curriculum in early childhood and primary settings.  Pre-service teachers will engage with the content and values inherent in the EYLF and the Australian Curriculum. Consideration will be given to the central role of the learner in developing curriculum.  Drawing from appropriate educational theories and practices in education, preservice teachers will frame their understanding of curriculum as a cultural broker and investigate a range of pertinent approaches valuable in informing curriculum development.  An emphasis will be placed on gathering information to inform curriculum, positioning the learner and context for learning as the base for curriculum decision making.  A reflective planning cycle will be used as a model for planning in a diverse range of contexts.  


SchoolSchool of Education

Credit points15

Subject Co-ordinatorClaire Philp-Clark

Available to Study Abroad StudentsYes

Subject year levelYear Level 2 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites Admitted into EBECB, EBECP

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsBelonging, being & becoming the early years learning framework for Australia.RecommendedAustralia. Dept. of Education, Employment Workplace Relations, & Council of Australian Governments. (2009).Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments.
ReadingsFoundation to Year 12 Australian Curriculum online.RecommendedAustralian Curriculum, Assessment Reporting Authority (2013).Australian Curriculum, Assessment and Reporting Authority.
ReadingsEarly childhood curriculum : Planning, assessment and implementation (Second ed.).RecommendedMcLachlan, C., Fleer, M., & Edwards, S. (2013).Cambridge: Cambridge University Press.

Graduate capabilities & intended learning outcomes

01. Critically reflect on and evaluate curriculum approaches, pedagogies and practices which contribute to informed curriculum decisions that can enhance student learning in both early childhood settings and primary classrooms

Activities:
Lectures, online learning tasks
Related graduate capabilities and elements:
Literacies and Communication Skills (Quantitative Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Apply a research informed theoretical perspectives to knowledge and understanding of curriculum content (e.g. EYLF and Australian Curriculum) and, teaching and learning strategies that can be applied to a range of settings.

Activities:
Lectures, online learning tasks
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

03. Demonstrate an understanding of reflective planning cycles, and the role of critical reflection in program evaluation, future curriculum decisions, and improved student learning.

Activities:
Lectures, online learning tasks
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)

Subject options

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Start date between: and    Key dates

Bendigo, 2019, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorClaire Philp-Clark

Class requirements

Lecture/Workshop Week: 31 - 43
One 2.0 hours lecture/workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Unscheduled Online Class Week: 31 - 43
One 1.0 hours unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Curriculum analysis (1200 words)Detailed Design Brief and Marking Rubric available via the LMS30 01, 02
Theory and practice (1200 words)Detailed Design Brief and Marking Rubric available via the LMS30 01, 02
Reflection and Curriculum (1600 words)Detailed Design Brief and Marking Rubric available via the LMS40 01, 02, 03

Shepparton, 2019, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorClaire Philp-Clark

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Unscheduled Online Class Week: 31 - 43
One 1.0 hours unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Curriculum analysis (1200 words)Detailed Design Brief and Marking Rubric available via the LMS30 01, 02
Theory and practice (1200 words)Detailed Design Brief and Marking Rubric available via the LMS30 01, 02
Reflection and Curriculum (1600 words)Detailed Design Brief and Marking Rubric available via the LMS40 01, 02, 03