edu2pcp pedagogy, curriculum and practice
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
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Belonging, being & becoming the early years learning framework for Australia. | Recommended | Australia. Dept. of Education, Employment Workplace Relations, & Council of Australian Governments. (2009). | Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments. |
| Readings | Foundation to Year 12 Australian Curriculum online. | Recommended | Australian Curriculum, Assessment Reporting Authority (2013). | Australian Curriculum, Assessment and Reporting Authority. |
| Readings | Early childhood curriculum : Planning, assessment and implementation (Second ed.). | Recommended | McLachlan, 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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Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorClaire Philp-Clark
Class requirements
Lecture/WorkshopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Curriculum analysis (1200 words) | Detailed Design Brief and Marking Rubric available via the LMS | 30 | 01, 02 |
| Theory and practice (1200 words) | Detailed Design Brief and Marking Rubric available via the LMS | 30 | 01, 02 |
| Reflection and Curriculum (1600 words) | Detailed Design Brief and Marking Rubric available via the LMS | 40 | 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
LectureWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Curriculum analysis (1200 words) | Detailed Design Brief and Marking Rubric available via the LMS | 30 | 01, 02 |
| Theory and practice (1200 words) | Detailed Design Brief and Marking Rubric available via the LMS | 30 | 01, 02 |
| Reflection and Curriculum (1600 words) | Detailed Design Brief and Marking Rubric available via the LMS | 40 | 01, 02, 03 |