Pre-requisites

ED5010 Developmental Learning and Pedagogies
ED5020 Foundations for Educational Decision Making

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Create and critically evaluate an integrated unit of work that includes sequences of learning, differentiation, assessment and cross-curriculum priorities.

• Plan strategies to support consistent, comparable judgements of student learning, including moderation, collaboration and assessment design

• Critique and justify a range of feedback and reporting processes that support student learning and engage a range of education stakeholders

• Critically review strategies to develop curriculum and assessment that are integrative, inclusive and differentiated (considering a Multitiered System of Support) according to student needs and the Australian Curriculum.

• Differentiate between the purposes of a range of assessment strategies , including formal and informal, diagnostic, formative and summative approaches

Unit Description

In this unit, you will examine theories related to curriculum design and development and will use this knowledge as a framework for exploring the work that teachers do to develop responsive curriculum and innovative practice. Through the unit, you will explore different approaches to curriculum design and apply this to planning and developing a curriculum unit. The unit covers the need for curriculum design and assessment to be integrated and inclusive ensuring that differentiated strategies are implemented effectively in response to students’ learning needs. You will engage with the Victorian Early Years Learning and Development Framework, the Victorian Curriculum F-10 and Australian Curriculum in planning units of work and appropriate assessment of learning.

Learners will explore ways in which teachers in schools transform centralised curriculum documents and bring curriculum ‘to life’ using a transformational education framework and a Christian perspective as well as through a range of innovative and researched teaching strategies that engage diverse student populations. In addition, you will investigate ways to maximise learner motivation, including various curricula, pedagogies, assessments and resources for 21st Century educational contexts, engaging students through curriculum development and innovative practice, and developing community-based curricula and practices.

You will develop an understanding of teachers being ‘curriculum workers’ and the implication of this for their professional identity. You will draw on your developing understanding of curriculum documents, policies, issues and innovation to plan practices that are inclusive and educational.

Topics

1. Analyse curriculum definitions, conceptions, and design principles to evaluate their implications for educational practice.
2. Interpret and apply the Victorian Early Years Learning and Development Framework, the Victorian Curriculum F–10, and the Australian Curriculum — including general capabilities and cross-curriculum priorities — to plan, justify and evaluate curriculum design decisions.
3. Assessment: Understanding assessment strategies including informal and formal, diagnostic, formative and summative approaches.
4. Engage professionally with external and community stakeholders to co-construct and critique curriculum and assessment practices that improve student learning.
5. Critically reflect on community-based curricula and deliberate on their relevance and application in diverse educational contexts.
6. Plan and justify curriculum units by synthesising content into coherent and effective learning and teaching sequences.
   a) coherent and deliberate planning and sequencing of tasks.
   b) curriculum aligned learning objectives/goal setting.
   c) define the critical curriculum knowledge that students need to progress.
   d) show how students will show evidence of master and progressions of learning.
7. Contextualise and justify the integration of a Christian worldview in curriculum planning, design, and assessment.
8. Using a broad range of strategies, compare and evaluate curriculum models, including Transformational Education, to propose frameworks suitable for Christian education contexts.
9. Develop and justify an integrated learning strategy using a multi-tiered framework that supports differentiated learning and inclusive practice.

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Unit offerings

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.