Implementing the Australian Curriculum (9877.2)
|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 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 lessons; and
4. Understand and apply a knowledge of their students and school context in designing lessons.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
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
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 - take pride in their professional and personal integrity
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 a Bachelor of Education course.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Brady, L. & Kennedy, K. (2014) Curriculum Construction. (5th Ed) Frenchs Forest: Pearson.
Additional resources will be made available on the unit Canvas site.
Killen, R. (2011) Programming and Assessment for Quality Teaching and Learning. (2nd Ed) Australia: Cengage.
Killen, R. (2013). Effective teaching strategies: Lessons from research and practice. South Melbourne: Cengage.
The Australian Curriculum. http://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
Submission of assessment items
Special assessment requirements
This unit has a 10 day continuous professional experience component. The 10 days professional experience is assessed by the professional experience report whereby the student is deemed satisfactory or otherwise by their supervising teacher. Should a student be deemed unsatisfactory in professional experience, they will be deemed to have failed that placement. However, they may simultaneously pass the academic components of the unit. For the purposes of progression, the 10 days professional experience and the academic components of the unit are separate.
The unit convener reserves the right to question students orally on any of their submitted work.
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.
Inclusion and engagement
If you will require additional support to complete unit requirements, please contact Student Welfare and Inclusion to apply for a Reasonable Adjustment Plan (RAP).
Phone: (02) 6201 5233
Location: Inclusion & Welfare, Student Engagement, Building 1, Level B, Room 156 (opposite UC Medical and Counselling)
Attendance at all scheduled sessions in this unit is compulsory. 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).
More than two undocumented absences from this unit could result in a fail. In the case of medical reasons or other extenuating circumstances (e.g., a death in the family) medical certificates or equivalent documentation will need to be provided.
NB: Activity in the face-to-face classes is required in order to demonstrate the achievement of learning outcomes. Refer to the assessment (5b) on the Canvas site for further details. Successful completion of the professional experience placement is critical to success in the whole unit. Students must familiarise themselves with the processes and policies of professional experience.
Required IT skills
It is an expectation of this Unit that students can present all submissions in a word processed format. Students should keep copies of all submitted work. Students should also become familiar with the Mahara ePortfolio platform as well as Microsoft/Apple applications such as: Excel, PowerPoint and Word or equivalent Mac applications. Students will alo need to engage with Canvas.
Work placement, internships or practicums
This unit involves work placements hence it requires strict adherence to professional practice and principles and ethics. School, student, and/or research participant confidentiality must always be maintained, including for assessment items like reports or essays(see policy 3335).
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.
This unit involves work placements hence it requires strict adherence to professional practice and principles and ethics. School, student, and/or research participant confidentiality must always be maintained, including for assessment items like reports or essays.
Provision of information to the group
Notifications through the UCLearn (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 (Canvas 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 email@example.com 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.