CURRICULUM DEVELOPMENT AND DESIGN

EDU4CDD

2018

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-ordinatorMichael Brown

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

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsAustralia's curriculum dilemmas: state cultures and the big issues,RecommendedYates, L., Collins, C. and O'Connor, K., (2011)MELBOURNE UNIVERSITY PRESS
ReadingsCurriculum construction,RecommendedBrady, L. and Kennedy, K., (2013)5th Edition, PEARSON
ReadingsUnderstanding curriculum: an Australian contextRecommendedWebster S & Ryan A (2014)Melbourne: Cambridge University Press
Readingsthe Australian curriculum: promises, problems and possibilitiesRecommendedReid A & Price D (2018)Deakin: ACSA

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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Start date between: and    Key dates

Melbourne, 2018, Semester 2, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorMichael Brown

Class requirements

Lecture/Workshop Week: 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 elementComments% ILO*
One 3000-word assignment - Conceptions of Curriculum45 01, 05
Folio of curriculum issues (2750-words equivalent) - as detailed in SLG35 01, 02, 03, 04
Presentation - inc. involvement in peer review and groupwork (1250-words equivalent)20 02, 03