Leading Learning, Teaching and Curriculum G (11970.1)
Available teaching periods | Delivery mode | Location |
---|---|---|
View teaching periods | Online Online real-time |
UC - Canberra, Online |
EFTSL | Credit points | Faculty |
0.125 | 3 | Faculty Of Education |
Discipline | Study level | HECS Bands |
Academic Program Area - Education | Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
After successful completion of this unit, students will be able to:1. Demonstrate an applied understanding of theories of curriculum;
2. Communicate the significance of the leadership required to lead teaching and learning and apply that learning in a new context;
3. Evaluate the role of leaders in directing and managing changes in curriculum and pedagogic practice; and
4. Develop approaches to educational change in authentic educational contexts.
Graduate attributes
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
None.Corequisites
Student must be enrolled in one of the following courses to enrol in this unit:EDC102 Graduate Certificate in Educational Leadership
EDC103 Graduate Certificate in Education
EDM102 Master of Education
Incompatible units
None.Equivalent units
None.Assumed knowledge
None.Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
---|---|---|---|---|---|
2024 | UC - Canberra, Online | Study Block 3 | 06 May 2024 | Online | Mr Matthew Brown |
2025 | UC - Canberra, Online | Study Block 1 | 20 January 2025 | Online real-time | Mr Matthew Brown |
2025 | UC - Canberra, Online | Study Block 5 | 01 September 2025 | Online real-time | Mr Matthew Brown |
Required texts
All required and additional texts are available in the Reading List and accessible through the UC Library.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener. Applications for an extension of time for the completion of a task are required one week prior to the due date of the task.
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 10% of the total marks possible for the task may be applied for three days, after which time the task will not be accepted for marking or inclusion in the calculation of the final unit Grade.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit.
Provision of valid documentation and the use of Ai
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.
The use of Artificial Intelligence (AI)
Students are not allowed to use generative artificial intelligence (GenAI) in assessments for this unit.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
The workload for this unit, adding up to 150 hours is approximately:
Reading and private study: 50 hours
Workshop and online participation: 50 hours
Assessment tasks: 50 hours
Participation requirements
Your participation in both online activities and tutorials will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
- its use is authorised by the unit convener as part of a specified
assessment task, and - it is used in the way allowed in the assessment instructions and/or unit outline, and
its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
In-unit costs
There are no additional in-unit costs.
Work placement, internships or practicums
None.
Additional information
There is no single underpinning theoretical model that will be accessed for any the elements of the unit. However, a range of research-based theoretical models will be examined, accessed, and referenced in each of the six weeks of the learning and teaching cycle.
The educational leadership of learning, teaching and curriculum lies at the heart of school and system success. In this unit, you will discover how these three elements interconnect to create measurable school improvement. You will examine foundational theories of curriculum, strategic collection and use of data, and the application of new learning to successfully implement curriculum and pedagogy changes.
This unit provides teachers, who are school leaders, or aspiring to lead, ways into improving school systems, structures, and curriculum to enact meaningful change that will enhance student learning outcomes as well as contribute to the participant's own professional growth. The focus is on leading curriculum change to improve teaching and learning. It is exciting, challenging, and worthwhile work.
Schools and systems are demanding that the next generation of leaders demonstrate the skills, know-how and experience, to enact meaningful change. The purpose of this Unit addresses that expectation. We will examine enacting successful curriculum change as the fulcrum to developing the success demanded and expected of schools and systems. Students will develop an understanding the research underpinning curriculum change and the practicalities of leading teaching and learning in a school.