Implementing the Australian Curriculum (10426.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 2 - Undergraduate Intermediate Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
upon curriculum. From this broader perspective the unit introduces specific elements of, and consideration in, curriculum enactment, including designing lessons.
Learning outcomes
On successful completion of this unit, students will be able to:1. Critically analyse contested understandings of curriculum;
2. Account for the influence of social and political considerations upon curriculum;
3. Understand and apply principles of curriculum in designing lesson; and
4. Understand and apply a knowledge of their students and school context in designing lessons.
Graduate attributes
1. UC graduates are professional - communicate effectively1. 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
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Skills development
This unit introduces students to the notion of curriculum as a contested field. In so doing the unit examines the different levels of the curriculum, including the official, written, enacted and received, and the social and political influences upon curriculum. From this broader perspective, the unit introduces specific elements of, and consideration in, curriculum enactment, including designing lessons.
It is our hope that you will leave this unit feeling more confident and better prepared to engage with the Australian Curriculum and critical curriculum studies in order to provide high-quality educational opportunities for all children.
Prerequisites
This unit is only available to students in the Bachelor of Primary Education, Bachelor of Primary Education (STeM), Bachelor of Primary Education (Creative Arts), Bachelor of Primary Education (H&PE) and Bachelor of Early Childhood and Primary Education courses.Students must have passed 24 credit points.
Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
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Required texts
Required Reading
Brady, L. & Kennedy, K. (2018). Curriculum construction (6th ed.). Frenchs Forest: Pearson.
ACARA. (n.d.). The Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au
Required texts are available from the UC supplier; The School Locker. Texts can be ordered using the link https://theschoollocker.com.au/universities/university-of-canberra or by visiting The School Locker Store situated inside the UCX Shop.
Additional resources will be made available on the unit Canvas site.
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.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
All assessments must be submitted and an aggregate of 50% be reached in order to pass the course. All placement requirements must be met in order to pass the course.
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Note that the University supported text matching software is URKUND, which is now available for this unit via Canvas. For further information, please see the description of how to use the URKUND tool in the UCLearn (Canvas) Staff Support site.
Students should be aware that submission of fraudulent documentation will have potential serious consequences including suspension and/or exclusion from the University and all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.
Learner engagement
Indicative workload for coursework:
- Lectures: 10 hours
- Tutorials: 20 hours
- Engagement with readings: 30 hours
- Online weekly engagement and class preparation: 30
- Assessment preparation: 60 hours
- Professional Experience Placement: 10 working days
Participation requirements
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.
Successful completion of the 10 day professional experience placement is critical to success in the whole unit. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
This unit may involve online meetings in real time using the Virtual Room in your UCLearn teaching site. The Virtual Room allows you to communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room.
Work placement, internships or practicums
Placement Requirements
This unit involves placement component and therefore, additional student responsibilities are required in addition to those described in section 6. Workplace learning requires strict adherence to professional practice principles and ethics. School student and staff confidentiality must always be maintained (refer policies on ATES - Professional Experience Handbook, ACT ED Teachers' Code of Professional Practice (or equivalent) and Student Conduct Rules), including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation for the 10 days placement. If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.
A Working with Vulnerable People (WWVP) background check is required to undertake a placement for this unit. Please ensure that you register with Access Canberra, www.accesscanberra.act.gov.au/app/answers/detail/a_id/1804/~/working-with-vulnerable-people-(wwvp)-registration to obtain your card. The WWVP only applies to ACT, and students undertaking placements in NSW will need to register with the NSW Office of the Children's Guardian, www.kidsguardian.nsw.gov.au/working-with-children to obtain a Working with Children Check, in order to be able to undertake their placement.
International Student Requirements for Placement
International students in this unit are required to complete the Global Employability Program before they are eligible to participate in a school-based placement. Completion of the Program is a pre-requisite for the first placement. International students who do not complete the Program cannot attend placement and will not be able to pass the unit. The Program comprises sessions facilitated by UC Careers.
Additional information
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 servicedesk@canberra.edu.au if they have any issues accessing their university email account.
Theoretical Foundations
This unit engages with the literature in the field of curriculum studies and critical curriculum studies - these theoretical perspectives examine the contested and contextual nature of curricular.
