EDC1400 Foundations of Curriculum and Pedagogy
|Semester 2, 2013 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Lindy Abawi
Moderator: Deborah Geoghegan
Pre-requisite: Students must have completed any TWO courses from any of the following Subject areas: EDC or EDH or EDO or EDU or EDX. Students must be enrolled in BEDU, BECH or BVET.
Students must have completed two units prior to enrolling in this course.
State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.usq.edu.au/education/professional-experience/blue-card
In times of rapid social and economic change, and where Education Authorities mandate and implement curricula and pedagogical initiatives, educators require sound competence to comprehend and manage these directives. An understanding of curriculum and pedagogy is viewed as an essential component of an educator's repertoire of skills and competencies. Students will reflect on their past experiences and current knowledge to begin to develop justifiable theories about their professional action in a learning context and apply these theories to their own learning and teaching contexts.
This course will focus on a beginning understanding of curriculum and pedagogy and how educators might create relevant and meaningful teaching to enhance student learning, in a range of educational settings. Beginning educators will be introduced to selected theories of curriculum and (at times contested) notions of pedagogy. The basics of curriculum planning and pedagogical practice across a variety of learning contexts and curriculum areas will also be introduced. Students in this course will reflect on their past experiences and current knowledge in relation to their practical experience in schools or other learning and teaching contexts. Those already working as trainers in TAFE colleges and other industry settings will use their understanding of the theory to inform their current and future practice. Curriculum decision making and pedagogical practices will be explored as both a collaborative and systematic process. A 10 day professional experience placement is attached to this course. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.
On completion of this course students will be able to:
- demonstrate knowledge of contemporary state, national and international curriculum policies, professional standards and documents specific to the industry or educational setting (Assignment 1)
- display knowledge, skills and understanding of curriculum theories and pedagogical processes (Assignment 1)
- demonstrate understanding of how global technological and social changes affect curriculum development and pedagogical practices (Assignment 1)
- demonstrate skills in planning, implementation and evaluation of learning contexts using multi-modal representations of knowledge (Assignment 2 and Professional Experience)
- demonstrate an ability to plan for relevant, meaningful and engaging teaching and learning experiences using a repertoire of concepts and teaching strategies (Assignment 2 and Professional Experience)
- document aspects of observation and demonstrate some knowledge of a range of assessment and evaluation approaches and their application (Assignment 2 and Professional Experience)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 2 and Professional Experience)
|1.||An introduction to curriculum theory||10.00|
|2.||The elements of curriculum: Outcomes/objectives; content; teaching strategies; authentic assessment practices and evaluation||10.00|
|3.||Models of teaching:||10.00|
|4.||Current curriculum frameworks and reforms: Appropriate syllabus documents or requirements that are appropriate to the specific context of the learning environment||20.00|
|5.||Introduction to planning for learning: Needs and context analysis; episodes-individual, group and whole class; lessons; weekly planning; integrated planning; authentic assessment: competency-based training and assessment||15.00|
|6.||Pedagogical knowledges: Learner-centredness; focused observation of students; selection of teaching strategies; group work; learner self-directedness; climate setting; diversity and inclusion; development of vocational expertise||20.00|
|7.||Theorising about teaching practice: Self-evaluation; recognition of values; 'Hidden Curriculum'; critical reflection/reflective practitioner; professional and workplace learning; communities of practice||15.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=02&subject1=EDC1400)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts,W...Vic,M 2012, Teaching: Making a Difference, 2nd edn, Wiley & Sons Australia Ltd, Milton, QLD.
Frangenheim, E 2007, Reflections on classroom thinking strategies, 9th edn, Rodin Educational Publishing, Loganholme, Queensland.
Tovey, M.D., & Lawlor, D.R 2011, Training in Australia: design, delivery, evaluation, management, 4th edn, Pearson, French Forest, NSW.
(For VET only.)
Eggan, P. D., & Kauchak, D. P 2006, Strategies and Models for Teachers, 5th edn, Pearson, Boston.
Fetherston, T 2006, Becoming an effective teacher, Thomson, South Melbourne, Victoria.
Groundwater-Smith, S., Ewing, R., Le Cornu, R 2011, Teaching, challenges and dilemmas, Cengage Learning, South Melbourne, VIC.
Killen, R 2009, Effective teaching strategies: lessons from research and practice, 5th edn, Cengage Learning, South Melbourne.
Marsh, C 2008, Becoming a teacher, 4th edn, Frenchs Forest, NSW, Pearson Education: Australia.
Smith, D. L., & Lovat, T. J 2003, Curriculum. Action on Reflection, 4th edn, Social Science Press, Tuggerah, NSW.
Tovey, M. D., & Lawler, D. R 2011, Training in Australia: design, delivery, evaluation, management, 4th edn, Pearson Education, Frenchs Forest, NSW.
((For TVET and Vocational Students).)
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|PROFESSIONAL EXPERIENCE||1||1||16 Jul 2013||(see note 1)|
|ASSIGNMENT 1||40||40||26 Aug 2013|
|ASSIGNMENT 2||60||59||14 Oct 2013|
- A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
Important assessment information
ON-CAMPUS MODE: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administrative details.
ONLINE MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided; to participate in discussion forums scheduled; and, to access all readings in order to maximise their chances of meeting the objectives of the course and to be informed of course-related activities and administrative details.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.usq.edu.au/education/professional-experience/blue-card
*If you are undertaking practical experience outside the State of Queensland, Australia you
should check local requirements.