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The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDU5703 Engaging Curriculum and Pedagogy

Semester 3, 2019 Online
Short Description: Engaging Curriculum & Pedagogy
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070301 - Curriculum Studies
Grading basis : Graded
Version produced : 26 May 2019

Staffing

Examiner: Jacinta Maxwell

Rationale

As with all social processes, ideas of what constitutes curriculum and pedagogy are constantly changing. In the contemporary era, both the scope and the function of these core aspects of the educative process have undergone significant revisions, and educators need to be aware of the changing landscape. Engaging with current ideas of the nature and potentialities of curriculum and pedagogy will enable professionals in the field to more adequately locate and develop their own practices such as to be better positioned to respond to challenges and imperatives thrown up in the conduct of their daily work. This course sets the basis for more in-depth explorations of specific aspects of the curriculum and pedagogy area.

Synopsis

The assumption regarding students enrolling in this specialisation is that they will have an understanding of curriculum and pedagogy from undergraduate programs and workplace experience. This course looks, then, to open up contemporary views of these topics for engagement by students. The course includes such ideas as public pedagogies, the politics of curriculum and pedagogy, sites and forms of curriculum performance, resistance and compliance, global and transformative practice and education, hope and social betterment. Key illustrative theorists whose work is surveyed include Paulo Freire, Henry Giroux, Peter McLaren and George Counts.

Objectives

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:

  1. name, describe and discuss the impact of contemporary trends in curriculum and pedagogy (Project: Curriculum & Pedagogy)
  2. explain aspects of the politics of educational activity and link these to specific points of tension in professional practice (Project: Curriculum & Pedagogy)
  3. describe and analyse curricular and pedagogical initiatives ( Project: Transformative Practice)
  4. discuss hope as a key curriculum component of transformative educational practice (Project: Transformative Practice)
  5. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (All assessments).

Topics

Description Weighting(%)
1. Contemporary views of curriculum and pedagogy 30.00
2. The politics of curriculum and pedagogy 20.00
3. Performing curriculum and pedagogy 20.00
4. Hope and transformative practice. 30.00

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://omnia.usq.edu.au/textbooks/?year=2019&sem=03&subject1=EDU5703)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Bacchi, C. L 2009, Analysing policy: What’s the problem represented to be?, Frenchs Forest: Pearson, Australia.
Darder, A, Baltodano, M & Torres, R (eds) 2017, The critical pedagogy reader, 3rd edn, New York: Routledge Farmer.
Freire, P 2004, Pedagogy of hope: Reliving ‘Pedagogy of the oppressed’, 2nd edn, London: Continuum.
Freire, P 2018, Pedagogy of the oppressed, 50th anniversary edn, New York: Continuum.
Kincheloe, JL 2008, Critical pedagogy primer, 2nd edn, New York: Peter Lang.
McLaren, P & Kincheloe, J (eds) 2007, Critical pedagogy: Where are we now?, New York: Peter Lang.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
CURRICULUM & PEDAGOGY 40 40 18 Dec 2019
TRANSFORMATIVE PRACTICE 60 60 29 Jan 2020

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora 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 administration.

  2. 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.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. 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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. 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.

Assessment notes

  1. 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 at http://www.usq.edu.au/library/referencing.

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.