edu4cdd curriculum dvlmt
CURRICULUM DEVELOPMENT AND DESIGN
EDU4CDD
2019
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.
SchoolSchool of Education
Credit points30
Subject Co-ordinatorShem Macdonald
Available to Study Abroad StudentsYes
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
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 | 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.
- 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)
Subject options
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Melbourne, 2019, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorShem Macdonald
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 |