Curriculum - Planning, Assessing and Reporting (9868.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 3 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn 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 - work collaboratively as part of a team, negotiate, and resolve conflict
1. 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 - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
CorequisitesEnrolment in an Education course.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Brady, L. & Kennedy, K. (2013) Curriculum Construction. (5th Ed) Frenchs Forest: Pearson.
You may purchase this text through the Co-Op Bookshop on campus, or direct from the publisher here:
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.
Access to the Australian Curriculum either through the Australian Curriculum app (free) or the website www.australiancurriculum.edu.au
ACT Board of Senior Secondary Studies Curriculum Frameworks http://www.bsss.act.edu.au
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2013). Teaching: making a difference (2nd ed.). Milton, QLD: John Wiley & Sons Australia.
Clarke, S. (2005). Formative assessment in action: weaving the elements together. London, UK: Hodder Education
Griffin, P. (2014). Assessment for teaching. Melbourne, Australia: Cambridge University Press.
Hattie, J. & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.
Killen, R. 2009. Effective Teaching Strategies: Lessons from Research and Practice. South Melbourne: Cengage.
Marsh, C. (2009). Introduction. In Key Concepts for Understanding Curriculum (4th ed). Abingdon: Routledge. http://webpac.canberra.edu.au/record=b1515563~S4
New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide. Sydney, Australia: NSW Department of Education.
New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper. Sydney, Australia: NSW Department of Education.
Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Virginia, USA: Association for Supervision and Curriculum Development.
Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids. Alexandria, USA: Association for Supervision and Curriculum Development.
Aboriginal Education K – 12 Resource Guide (2003) http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/aboriginalresourceguide.pdf
For Unit readings and resources in the University of Canberra Library
Link to search page for Unit Readings (print materials)
Link to search page for eReserve (electronic materials)
Submission of assessment items
Extensions & Late submissions
Assignments must be submitted through Canvas.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit.
Lectures: 10 hours
Workshops: 20 hours
Weekly readings and class preparation: 30 hours
Assessment preparation: 90 hours
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
Foundation of Unit
Curriculum - Assessment, Planning and Feedback uses the Australian Curriculum and relevant research as a platform to explore how to assess for, with and of student learning; plan macro units of work and apply this understanding when working from a classroom teacher's program; and provide feedback to learners. There are active researchers delivering the unit who have presented nationally and internationally on curriculum design that is inclusive of assessment and feedback opportunities.
Provision of information to the group
Notifications made through Canvas 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 site (annoucements are also emailed to student UC email addresses). Students should ensure they check their UC student email regularly. The unit's online 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 firstname.lastname@example.org if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).