PEDAGOGY, CURRICULUM AND PRACTICE

EDU2PCP

2020

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.

School: Education (Pre 2022)

Credit points: 15

Subject Co-ordinator: Claire Philp-Clark

Available to Study Abroad/Exchange Students: Yes

Subject year level: Year Level 2 - UG

Exchange Students: No

Available as Elective: No

Learning Activities: N/A

Capstone subject: No

Subject particulars

Subject rules

Prerequisites: Admitted into EBECB, EBECP

Co-requisites: N/A

Incompatible subjects: N/A

Equivalent subjects: N/A

Quota Management Strategy: N/A

Quota-conditions or rules: N/A

Special conditions: N/A

Minimum credit point requirement: N/A

Assumed knowledge: N/A

Learning resources

Early childhood curriculum : Planning, assessment and implementation

Resource Type: Book

Resource Requirement: Recommended

Author: McLachlan, C., Fleer, M., & Edwards, S.

Year: 2013

Edition/Volume: Second ed

Publisher: Cambridge: Cambridge University Press.

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Foundation to Year 12 Australian Curriculum online.

Resource Type: Book

Resource Requirement: Recommended

Author: Australian Curriculum, Assessment Reporting Authority

Year: 2013

Edition/Volume: N/A

Publisher: Australian Curriculum, Assessment and Reporting Authority.

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Belonging, being & becoming the early years learning framework for Australia.

Resource Type: Book

Resource Requirement: Recommended

Author: Australia. Dept. of Education, Employment Workplace Relations, & Council of Australian Governments.

Year: 2009

Edition/Volume: N/A

Publisher: Dept. of Education, Employment and Workplace Relations for the Council of Australian Go

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Career Ready

Career-focused: No

Work-based learning: No

Self sourced or Uni sourced: N/A

Entire subject or partial subject: N/A

Total hours/days required: N/A

Location of WBL activity (region): N/A

WBL addtional requirements: N/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

INQUIRY AND ANALYSIS - Creativity and Innovation

INQUIRY AND ANALYSIS - Critical Thinking and Problem Solving

INQUIRY AND ANALYSIS - Research and Evidence-Based Inquiry

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

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.

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

Bendigo, 2020, Semester 2, Blended

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information: N/A

Subject Instance Co-ordinator: Claire Philp-Clark

Class requirements

Lecture/WorkshopWeek: 31 - 43
One 2.00 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 1.00 hour unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment element	Comments	Category	Contribution	Hurdle	%	ILO*
Curriculum analysis (1200 words)Detailed Design Brief and Marking Rubric available via the LMS	N/A	N/A	N/A	No	30	SILO1, SILO2
Theory and practice (1200 words)Detailed Design Brief and Marking Rubric available via the LMS	N/A	N/A	N/A	No	30	SILO1, SILO2
Reflection and Curriculum (1600 words)Detailed Design Brief and Marking Rubric available via the LMS	N/A	N/A	N/A	No	40	SILO1, SILO2, SILO3

Shepparton, 2020, Semester 2, Blended

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information: N/A

Subject Instance Co-ordinator: Claire Philp-Clark

Class requirements

LectureWeek: 31 - 43
One 2.00 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 1.00 hour unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment element	Comments	Category	Contribution	Hurdle	%	ILO*
Curriculum analysis (1200 words)Detailed Design Brief and Marking Rubric available via the LMS	N/A	N/A	N/A	No	30	SILO1, SILO2
Theory and practice (1200 words)Detailed Design Brief and Marking Rubric available via the LMS	N/A	N/A	N/A	No	30	SILO1, SILO2
Reflection and Curriculum (1600 words)Detailed Design Brief and Marking Rubric available via the LMS	N/A	N/A	N/A	No	40	SILO1, SILO2, SILO3