Curriculum - Assessment, Planning and Reporting (10425.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 2 - Undergraduate Intermediate Unit|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter 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.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
PrerequisitesStudents must have passed 24 credit points including 9919 The Educational Workplace AND 9862 Context of the Education Profession.
Assumed knowledgeKnowledge and WIL experienced gained in pre-requisite units 9919 (The Educational Workplace) and 9862 (Context of the Education Profession).
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Dr Bernard Brown|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Maya Gunawardena|
Brady, L. & Kennedy, K. (2013) Curriculum Construction. (6th Ed) Frenchs Forest: Pearson.
We anticipate that all students enrolled in this unit will gain access to an electronic 'revel' edition of this text, free of charge. Please see the unit's Canvas site for further details.
If you wish to purchase a hard copy, you may do so on campus or direct from the publisher here:
Other essential readings will be made available via the unit's Canvas site.
Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high- quality units (2nd ed.). Virginia, USA: Association for Supervision and Curriculum Development.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, USA: Solution Tree Press.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Approval of extenuating circumstances for extensions will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
Normally, an aggregate mark of 50% is required to pass the unit.
Satisfactory completion of a 10-day Professional Experience Placement, as evidenced by a satisfactory final report.
Use of text matching software
International students are required to complete the Global employability program before they are eligible to participate in a school-based placement.
An indicative breakdown of workload for the unit is as follows:
Lectures: 10 hours
Tutorials: 20 hours
Weekly readings and class preparation: 20 hours
Assessment preparation: 100 hours
Professional Experience Placement: 10 days
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
It is expected that students undertaking this unit will have a basic level of information technology competence that includes electronic manipulation of documents, PowerPoint, photographs, videos, slideshows, e-books, websites and apps.
Work placement, internships or practicums
A successful professional placement of 10 days is a requisite for a Pass in this unit.
Please refer to the professional experience section on the All Teacher Education Students (ATES) site for full information on the Professional Experience requirements.
With a professional experience practicum this unit therefore involves additional student responsibilities that are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. This includes always maintaining school, staff, teacher, student, and/or research participant confidentiality for assessment items like reflection portfolios, reports, essays and short or extended responses in tests.
Students are required to undergo a Working with Vulnerable People (WWVP) background check to undertake a placement for the unit. Students are responsible for arranging their own registration through the ACT Office of Regulatory Services via Access Canberra. No fee is charged if students select 'volunteer' when applying for a check. Note that the Working with Vulnerable People (Background Checking) Act only applies to the ACT but is usually also accepted in NSW schools. For students undertaking placements in other states or territories, it may be that an alternate Police Check or a Working with Children Check is required. Please refer to the professional experience section on the All Teacher Education Students (ATES) Moodle site for full information on the Professional Experience requirements.
Students who are in placement units or in school based units are required to complete an Acceptable use of ICT resources form in order to access ICT resources in their placement school. A hardcopy of the form will be distributed and collected by your tutor early in each semester.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact email@example.com if they have any issues accessing their university email account.
UC Work Integrated Learning Policy A Introduction
Work integrated learning (WIL) is deliberate and intentional learning in work supported by appropriate induction of students and supervisors and imaginatively embedded assessment. The University supports access to WIL programs for students enrolled in its courses as an integral part of their studies.
UC Work Integrated Learning Policy B Principles
WIL at UC recognises the breadth of the relationship between learning and work including: (a) learning at work; (b) learning for work; (c) learning to work; and (d) learning through work.
WIL programs accord with the University's strategic values and mission to prepare professional people professionally through work-based learning and collaborative teaching with external agencies.