Curriculum - Planning, Assessing and Reporting (9868.2)
| 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 3 - Undergraduate Advanced Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On 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 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 - 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
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 - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Prerequisites
None.Corequisites
Enrolment in an Education course.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. (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:
Reccomended Reading:
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 Curriculum http://www.det.act.gov.au/teaching_and_learning/curriculum_programs
ACT Board of Senior Secondary Studies Curriculum Frameworks http://www.bsss.act.edu.au
Supplementary Reading:
Books:
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.
Websites:
ACT Education and Training Directorate - Curriculum
Authentic Education – Essential Questions
Curriculum Corporation – Assessment for Learning
Early Years Learning Framework
QLD Curriculum and Assessment Authority
Victorian Department of Education and Training – Learning and Teaching Resources
Western Australian Department of Education – Curriculum Support
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.
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
Lectures: 10 hours
Workshops: 20 hours
Weekly readings and class preparation: 30 hours
Assessment preparation: 90 hours
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.
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
None
Additional information
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 servicedesk@canberra.edu.au 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).
