EDED11455 - Curriculum Foundations and Decision-Making
Term 2 - 2017


All details in this unit profile for EDED11455 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Curriculum Foundations and Decision-making builds students’ knowledge and understanding of the key learning theories of behaviourism, humanism, constructivism, social-constructivism and connectivism as a basis for exploring pedagogical approaches to curriculum construction and decision-making. Analysis and critique of the view of learners and approaches to teaching and learning articulated in the Early Years Learning Framework and Australian Curriculum documents are an important focus of this unit. Students reflect on how learners are positioned to make transitions to new learning contexts and evaluate strategies for designing authentic relevant curriculum and environments for diverse learner groups with a focus on inquiry, active investigation and problem-solving. Students collaborate in groups to apply these strategies across selected learning contexts including early years settings to either: (a) the design and presentation of child-centred open-ended learning experiences; or (b) the creation of a learning environment with possibilities for developing literate, numerate, scientific, technological or environmental understandings

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Bundaberg
  • Cairns
  • Distance
  • Gladstone
  • Mackay
  • Noosa
  • Rockhampton
  • Townsville

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Second assessment task description requires greater clarity. Student emails and course evaluation. Modify task description and use clearer language.
Assessment feedback was clear and useful, with significant detailed comments. Student emails and course evaluation. Continue to ensure timely return of assessment tasks and provide meaningful detailed comments.
On successful completion of this unit, you will be able to:
  1. Identify key ideas, contemporary influences and conflicting perspectives on curriculum development and planning.
  2. Evaluate the application of key learning theories to the goals and priorities of 21st century learning.
  3. Summarise the view of learners, teaching and learning articulated in current national curriculum documents and policies specific to educational and/or early childhood settings.
  4. Analyse examples of teaching practice to evaluate the selection of teaching strategies for child-centred learning for students with a diverse range of interests, backgrounds and needs.
  5. Design learning opportunities that incorporate a range of resources and strategies to promote language development, curiosity, inquiry, imagination, self-expression, higher-order thinking and problem-solving in a range of settings and learning areas.

Successful completion of the unit Curriculum Foundations and Decision-Making allows students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 1.3, 2.5, 2.6, 3.1, 3.3, 3.4 and 6.4 and competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCFC504A: 1; CHCFC505A: 1 and 2; CHCFC506A: 1, 2, 3 and 4: CHCFC508A: 4; CHCPR502E: 1, 2, 3 and 4. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting professional standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment    
2 - Practical and Written Assessment      

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving        
3. Critical Thinking
4. Information Literacy    
5. Team Work        
6. Information Technology Competence      
7. Cross Cultural Competence          
8. Ethical practice          

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment        
2 - Practical and Written Assessment    

Prescribed Textbooks

Teaching: Making a difference
Author/s: Churchill, R. et al Year: 2016
Edition: 3rd Publisher: Wiley
City: Milton State: QLD
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

This text was a set text for the Term 1 unit EDED11454 Education as a Profession.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorDawn Haynes (d.haynes@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Definitions of "curriculum"

Set Text. Chapter 6 (pages 186-197)

Week 2 17-07-2017

Social contexts and curriculum

CRO Brady and Kennedy Chapter 10

Week 3 24-07-2017

Curriculum documents: The Australian Curriculum

CRO Clarke & Pittaway. Chapter 5

The Australian Curriculum

Week 4 31-07-2017

Learning theories

Set Text Chapter 3

CRO Groundwater-Smith et al

Week 5 07-08-2017

Curriculum and enhancing learning: Early Years Learning Framework

Early Years Learning Framework
Vacation Week 14-08-2017

No tutorial or Zoom session this week. Use this week to catch up on outstanding activities.

Week 6 21-08-2017

Motivation and curriculum relevance

CRO Ewing Chapter 5

Set Text Chapter 4

Comparative Analysis Due Friday (25 Aug 17) 11:00 PM AEST
Week 7 28-08-2017

Social and emotional influences on learning

CRO Snowman et al

Set Text Chapter 9

Week 8 04-09-2017

Curriculum approaches and pedagogies

CRO Farmer, Dockett, & Arthur. Chapter 7

Set Text Chapter 6

Week 9 11-09-2017

Relationships and interactions in learning

CRO Brady

CRO Edwards-Groves et al

Week 10 18-09-2017

ICTs and environments for inquiry

CRO Beauchamp

Week 11 25-09-2017

Review and group presentations

Week 12 02-10-2017

Review and group presentations

Review/Exam Week 09-10-2017
Observation of teaching practice and learning design Due Monday (09 Oct 17) 11:00 PM AEST
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Comparative Analysis
Task Description

This task requires you to summarise, compare and analyse the audience, organisation, relationship to social context and view of learners, teaching and learning outlined in two current curriculum documents that frame the work of educators in Australian early learning settings and schools. These documents are The Early Years Learning Framework (EYLF) and the Australian Curriculum.

Your response to this task should be no more than 2000 words and should be organised according to the headings in sections 1-5 outlined below. In each section, you will need to examine BOTH the Early Years Learning Framework and the Australian Curriculum and compare them according to their similarities and differences on the key points outlined in the section headings. Your conclusion will evaluate each document in terms of how it is designed to help teachers create meaningful and relevant curriculum for diverse student groups and individuals.

Your response must include references to unit readings and the documents themselves to support your discussion, comparison and evaluation.

Tutorial activities, group discussions, online forums and formative assessment opportunities for examining each document according to the section headings for this assessment will occur throughout the term.

Format for developing your assessment response

1. Introduction

Identify each curriculum document and the intended users or audience, i.e. the learners and teachers the framework has been designed for and the purpose that each framework is designed to achieve.

2. Organisation of the curriculum documents

In this section, create a summary of each curriculum framework and its organisation and content. The summary should provide answers to the following key questions for EACH curriculum framework:

· What is included in the curriculum framework?

· What is the focus for learning specified in the curriculum framework?

· What information is given about what will be learned, when it will be learned and how it will be learned in each curriculum document?

· How will learning be assessed?

At the end of this summary, briefly identify the main similarities and differences in the approach to curriculum design taken for each document and explain why you think these differences have occurred. Suggest ways in which their organisation and key features will affect how the curriculum is used and implemented by teachers in schools or early learning sites.

3. Social, political and cultural influences

Provide a brief summary of “external factors” such as key social, political or cultural influences that you think have informed the development of each curriculum framework and compare and evaluate how successful each framework is in responding to the priorities for learning in the 21st century. Discuss any problems or issues that might affect the learning outcomes for different student groups as a result of these influences and back up your claims with examples and references from unit readings or the curriculum documents.

4. View of learners, learning and teaching

Summarise the view of learners and learning embedded in each document. Consider the responses to the following questions to construct your summary and support the point of view you are proposing. What learning theories are evident? What role do the documents imply for learners and for teachers? How do the frameworks support engagement and motivation for learning?

5. Evaluation

Evaluate the success of each document in terms of meeting the needs of diverse student groups and individuals. What implications can you draw about the way these documents should be used by teachers in the design of meaningful and relevant curriculum?

Assessment Due Date Week 6 Friday (25-Aug-2017) 11:00 PM AEST
Return Date to Students Week 9 Friday (15-Sep-2017)
Feedback on this assessment response will be provided by the return date above pending moderation processes being complete and in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 50%
Assessment Criteria

Knowledge of the key elements and organisation of current curriculum documents

Ability to identify and evaluate ways in which current curriculum documents are influenced by contemporary social and cultural contexts and respond to issues of diversity and equity

Application of knowledge of key learning theories to views of learning embedded in curriculum documents

Ability to draw implications from the analysis for educators as curriculum decision-makers

Ability to construct a comparative analysis using professional levels of personal literacy

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify key ideas, contemporary influences and conflicting perspectives on curriculum development and planning.

2. Evaluate the application of key learning theories to the goals and priorities of 21st century learning.

3. Summarise the view of learners, teaching and learning articulated in current national curriculum documents and policies specific to educational and/or early childhood settings.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence



2 Practical and Written Assessment

Assessment Title Observation of teaching practice and learning design
Task Description

This assessment task focuses on the design of student-centred learning and consists of two parts.

Part A (Individual Observation of teaching practice)

On the moodle site for this unit you will find short video clips demonstrating learning in a particular setting. Choose one of the videos and complete a 500-word observation that answers the following questions:

  • How are the students learning in this sample of teaching practice?
  • What does the teacher do to facilitate student learning?
  • How does the learning experience achieve some or all of these outcomes:

o encourage learners’ independence and autonomy

o assist in the development of thinking skills

o promote real life learning

o embed meaningful literacy and/ or numeracy learning

o allow for creativity and imagination

o provide for child-centred or student-centred learning that caters for a diverse range of interests, needs and backgrounds

o provide creative and / or challenging opportunities to stimulate learning in a developmentally appropriate way?

Part B (Individual, pairs or small group)

You have a choice of working individually, in pairs or small groups for this assessment task.

Use the knowledge gained from unit readings and your observation from Part A above to design a learning environment or open-ended learning experience. Your planning should focus on an environmental or sustainability topic or issue that is developmentally appropriate for learners in a chosen educational setting, i.e. a school/ year level or other early learning setting. A template for recording your planning will be provided on the unit Moodle site and will require you to document the following:

  • An outline for an open-ended inquiry or investigation into a real world environmental issue suitable for diverse learner groups
  • Opportunities for enhancing literacy, numeracy or learning through the use of technology in the activities the learners complete,
  • Opportunities for social interaction and discussion between learners about the learning focus
  • Opportunities for learners to engage in problem-solving and higher-order thinking

Your plan will be presented to a group of your peers in Week 11 or 12 (depending on campus arrangements). The presentation should demonstrate some of your planning ideas and include a brief description of (a) how it has been designed to develop the knowledge, skills and dispositions underpinning a curriculum framework i.e. the general capabilities of the Australian curriculum OR the learning outcomes of the Early Years Learning Framework (EYLF); and (b) how a teacher might mediate or facilitate the learning.

Important Note: Each group member should upload Part A and documentation for Part B of this assessment task through the link on Moodle by the due date.

Assessment Due Date Review/Exam Week Monday (09-Oct-2017) 11:00 PM AEST
Copies of both Part A and Part B should be uploaded by all students by the due date. Students who completed Part B as a group presentation should list the names of other group members on the Part B documentation.
Return Date to Students Feedback on this assessment response will be returned in accordance with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Ability to identify the relationship between observed teaching strategies and learning outcomes

Knowledge and understanding of constructivist approaches to curriculum development that promote relevance engagement and higher order thinking for learners from diverse backgrounds

Ability to create opportunities for meaningful integration of literacy, numeracy and ICTs into curriculum planning

Knowledge of ways in which social interaction promotes learning

Application of pedagogical approaches consistent with the learning outcomes underpinning current curriculum frameworks

Referencing Style American Psychological Association (APA)
Submission Online
Group submission

ALL students should upload the individual component for Part A and a copy of documentation from Part B presentations. Those students who participated in a group presentation should list the names of all other group members at the top of the Part B documentation.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Analyse examples of teaching practice to evaluate the selection of teaching strategies for child-centred learning for students with a diverse range of interests, backgrounds and needs.

5. Design learning opportunities that incorporate a range of resources and strategies to promote language development, curiosity, inquiry, imagination, self-expression, higher-order thinking and problem-solving in a range of settings and learning areas.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence




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