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Curriculum - Planning, Assessing and Reporting (9868.2)

Level: Level 3 - Undergraduate Advanced Unit
Credit Points: 3
HECS Bands: 1, 4
Faculty: Faculty of Education
Discipline: Academic Program Area - Education

Availability

    Unit Outlines

    To view your Unit Outline, click View to log in to MyUC and access this information, or visit your unit's online teaching site.

    • Semester 1, 2018, ON-CAMPUS, BRUCE (182684) - View
    • Semester 1, 2017, ON-CAMPUS, BRUCE (165635) - View
    • Semester 1, 2016, ON-CAMPUS, BRUCE (148780) - View

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    Syllabus

    This unit introduces students to the curriculum from various perspectives: the political influences upon curriculum, curriculum design and in particular the role of curriculum in planning, assessing and reporting student learning experiences.

    Learning Outcomes

    On successful completion of this unit, students will be able to:

    1. Critically analyse the curriculum in terms of: factors influencing its design, structural design of the curriculum, and ease of implementation;

    2. Understand and apply principles of curriculum when designing lessons that utilise elements of quality pedagogy;

    3. Analyse and design learning area specific assessment strategies (informal, formal, diagnostic, formative and summative) to inform future teaching;

    4. Interpret student assessment data to evaluate student learning and modify teaching practice;

    5. Demonstrate use of principles for effective feedback; and

    6. Describe strategies used for reporting to students and parents/care givers and the purpose of keeping accurate and reliable records of student achievement.

    Assessment Items

    Contact Hours

    2 hours face to face or equivalent, including any online component. In addition to class contact, students will complete a 10 day Professional Experience placement.

    Prerequisites

    None.

    Corequisites

    Enrolment in an Education course.

    Assumed Knowledge

    None.

    Incompatible Units

    None.

    Equivalent Units

    None.



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