Leading Learning, Teaching and Curriculum G (11970.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| Online
|| UC - Canberra, Online
|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 outcomesAfter 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 attributes1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. 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
CorequisitesStudent 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
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||UC - Canberra, Online||Study Block 5||28 August 2023||Online||Mr Matthew Brown|
|2024||UC - Canberra, Online||Study Block 3||06 May 2024||Online||Mr Matthew Brown|
All required and additional texts are available in the Reading List and accessible through the UC Library.
Submission of assessment items
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit.
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.
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
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
There are no additional in-unit costs.
Work placement, internships or practicums
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.