CURRICULUM AND ASSESSMENT

EDU2CAA

2021

Credit points: 15

Subject outline

In this unit students will develop introductory knowledge of curriculum theory and critical perspectives on social and political influences on the development of curriculum frameworks used in schools in Australia. Students will use the Australian and Victorian Curriculum frameworks as the basis for understanding the broad aims for designing curriculum and assessment programs. Students will use formal and informal data to diagnose and inform the effective teaching that underpins planning for teaching and learning. They will examine measurement of learning to recognise and develop teacher impact in professional experience. Theoretical frameworks for curriculum design and selection of assessment to support effective learning and planned teaching sequences will be implemented and supported by personal and professional goal setting to maximise student learning. The first stages of effective reporting on academic performance are explored in relation to research on assessment and reporting.

SchoolEducation

Credit points15

Subject Co-ordinatorNoleine Fitzallen

Available to Study Abroad/Exchange StudentsYes

Subject year levelYear Level 2 - UG

Available as ElectiveNo

Learning ActivitiesStudents will engage with online modules, discussion, readings and written responses.

Capstone subjectNo

Subject particulars

Subject rules

Prerequisites Students must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM) or Bachelor of Educational Studies (EBEST, EBESTB, EBESTM, EBESTP) or Bachelor of Teaching (Primary) (EBTP) or Bachelor of Teaching (Secondary) (EBTS) or Bachelor of Education (EVEDB, RBEDM)

Co-requisitesN/A

Incompatible subjectsEDU4RA OR EDU3CAR

Equivalent subjectsN/A

Quota Management StrategyN/A

Quota-conditions or rulesN/A

Special conditionsN/A

Minimum credit point requirementN/A

Assumed knowledgeN/A

Readings

Australian Curriculum and Assessment Authority

Resource TypePrescribed

Resource RequirementN/A

AuthorACARA

Year2015

Edition/VolumeN/A

PublisherACARA

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://www.acara.edu.au/default.asp

Other descriptionN/A

Source locationN/A

Assessment and Reporting: celebrating student achievement

Resource TypePrescribed

Resource RequirementN/A

AuthorBrady & Kennedy

Year2018

Edition/Volume5th

PublisherPEARSON Education AUS

ISBN1488615861, 9781488615863

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Teaching: Making a Difference

Resource TypeRecommended

Resource RequirementN/A

AuthorChurchill et al

Year2011

Edition/VolumeN/A

PublisherWiley, QLD

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Teaching and Learning exchange: The NSW gateway to Primary, Secondary and TAFE teaching resources

Resource TypeRecommended

Resource RequirementN/A

AuthorDET

Year2014

Edition/VolumeN/A

PublisherNSW Dept of Education and Training

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLwww.tale.edu.au

Other descriptionN/A

Source locationN/A

Assessment For Learning

Resource TypeRecommended

Resource RequirementN/A

AuthorCurriculum Services Australia

Year2014

Edition/VolumeN/A

PublisherCurriculum Services Australia

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLwww.assessmentforlearning.edu.au

Other descriptionN/A

Source locationN/A

Victorian Curriculum F-10

Resource TypeRecommended

Resource RequirementN/A

AuthorVCAA

Year2015

Edition/VolumeN/A

PublisherVCAA

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://victoriancurriculum.vcaa.vic.edu.au/

Other descriptionN/A

Source locationN/A

Australian Curriculum Assessment and Reporting Authority

Resource TypeRecommended

Resource RequirementN/A

AuthorACARA

Year2016

Edition/VolumeN/A

PublisherACARA

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://www.acara.edu.au/

Other descriptionN/A

Source locationN/A

Career Ready

Career-focusedNo

Work-based learningNo

Self sourced or Uni sourcedN/A

Entire subject or partial subjectN/A

Total hours/days requiredN/A

Location of WBL activity (region)N/A

WBL addtional requirementsN/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

Intended Learning Outcomes

01. Critically examine how educational, social and political trends influence curriculum development and how these inform equitable assessment practices to support student learning.
02. Examine and apply assessment and feedback strategies and be able to demonstrate informal and/or formal, diagnostic, formative and summative approaches to assess student learning.
03. Critically analyse the different purposes and outcomes of consistent assessment and the role of the teacher in the planning and implementation of curriculum and assessment cycles to meet the needs of diverse learners
04. Apply data to inform planning for teaching to improve student-learning outcomes. Through analysis students will identify and modify teaching and develop set learning goals to meet diverse learner needs
05. Demonstrate research-based knowledge of the underlying principles and practices of report writing.

Subject options

Select to view your study options…

Start date between: and    Key dates

Bendigo, 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorNoleine Fitzallen

Class requirements

Unscheduled Online ClassWeek: 31 - 43
One 3.00 h unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

WorkShopWeek: 31 - 43
One 2.00 h workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Assessmnt-Litercy=2000 words.Assessmnt task will be scaffolded through stepped learng procss;select area of curriculu framewrk which informs develpmnt of2 diff assessmt tasks linkd to clear learn intentins.Analys descriptns&design of 2 diff types of assess tasks&fit learning intentns.

N/AOtherIndividualNo50 SILO1, SILO3, SILO4

Analysis of Data to Inform Instruction=2000 words. Assessment task will be scaffolded through a stepped learng process as per sections outlined below: Analys of Data to Inform Instruction Demo use of data to inform effective teaching pract. Identify& justify strategies for teacher impact.

N/AOtherIndividualNo50 SILO2, SILO4, SILO5

Melbourne (Bundoora), 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorNoleine Fitzallen

Class requirements

Unscheduled Online ClassWeek: 31 - 43
One 3.00 h unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

WorkShopWeek: 31 - 43
One 2.00 h workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Assessmnt-Litercy=2000 words.Assessmnt task will be scaffolded through stepped learng procss;select area of curriculu framewrk which informs develpmnt of2 diff assessmt tasks linkd to clear learn intentins.Analys descriptns&design of 2 diff types of assess tasks&fit learning intentns.

N/AOtherIndividualNo50 SILO1, SILO3, SILO4

Analysis of Data to Inform Instruction=2000 words. Assessment task will be scaffolded through a stepped learng process as per sections outlined below: Analys of Data to Inform Instruction Demo use of data to inform effective teaching pract. Identify& justify strategies for teacher impact.

N/AOtherIndividualNo50 SILO2, SILO4, SILO5

Mildura, 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorNoleine Fitzallen

Class requirements

Unscheduled Online ClassWeek: 31 - 43
One 3.00 h unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

WorkShopWeek: 31 - 43
One 2.00 h workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Assessmnt-Litercy=2000 words.Assessmnt task will be scaffolded through stepped learng procss;select area of curriculu framewrk which informs develpmnt of2 diff assessmt tasks linkd to clear learn intentins.Analys descriptns&design of 2 diff types of assess tasks&fit learning intentns.

N/AOtherIndividualNo50 SILO1, SILO3, SILO4

Analysis of Data to Inform Instruction=2000 words. Assessment task will be scaffolded through a stepped learng process as per sections outlined below: Analys of Data to Inform Instruction Demo use of data to inform effective teaching pract. Identify& justify strategies for teacher impact.

N/AOtherIndividualNo50 SILO2, SILO4, SILO5

Shepparton, 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorNoleine Fitzallen

Class requirements

Unscheduled Online ClassWeek: 31 - 43
One 3.00 h unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

WorkShopWeek: 31 - 43
One 2.00 h workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Assessmnt-Litercy=2000 words.Assessmnt task will be scaffolded through stepped learng procss;select area of curriculu framewrk which informs develpmnt of2 diff assessmt tasks linkd to clear learn intentins.Analys descriptns&design of 2 diff types of assess tasks&fit learning intentns.

N/AOtherIndividualNo50 SILO1, SILO3, SILO4

Analysis of Data to Inform Instruction=2000 words. Assessment task will be scaffolded through a stepped learng process as per sections outlined below: Analys of Data to Inform Instruction Demo use of data to inform effective teaching pract. Identify& justify strategies for teacher impact.

N/AOtherIndividualNo50 SILO2, SILO4, SILO5