EDUC 4217 - Curriculum, Assessment & Policy

North Terrace Campus - Semester 1 - 2024

Curriculum Construction introduces all aspects of curriculum development, interpretation and implementation. Students will develop an understanding of both the theoretical and practical components of curriculum construction

Open All

Course Details

Course Code	EDUC 4217
Course	Curriculum, Assessment & Policy
Coordinating Unit	School of Education
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	EDUC 3003 and (EDUC 3001 or EDUC 3005 or EDUC 3006)
Assessment	Critical reflective responses using the '4Rs' process to four (4) prescribed readings, Analytical assignment, Short answer responses to weekly questions and reflections

Course Staff

Course Coordinator: Dr Walter Barbieri

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

No	Course Learning Outcomes	APST
1	Integrate relevant research and theory in order to know students and how they learn.	1.3, 1.5, 2.3
2	Demonstrate deep discipline knowledge and understanding of planning for and implementing effective teaching and learning.	2.1, 2.2, 2.3
3	Demonstrate deep knowledge and understanding of assessment, feedback and reporting.	2.3, 5.1

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 3
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	3
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1
Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.	1
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1, 2, 3
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 2, 3

Learning Resources

Required Resources

Brady, L., & Kennedy, K. (2019). Curriculum Construction (6th edn.). Melbourne, Victoria: Pearson.
Brady, L., & Kennedy, K. (2019). Assessment and Reporting: Celebrating Student Achievement (5th edn.). Melbourne, Victoria: Pearson.
Flinders, D., & Thornton, D. (2017). The Curriculum Studies Reader (5th edn.). London: Routledge.
Kelly, A. (2009). The Curriculum: Theory and Practice (6th edn.). London: SAGE.
Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, Principles, and Issues (7th edn.). Essex, UK: Pearson.
Smith, D., & Lovat, T. (1995). Curriculum: Action on Reflection Revisited (3rd edn.). Wentworth Falls, NSW: Social Science Press.
Webster, S., & Ryan, A. (2018). Understanding Curriculum: The 最新糖心Vlogn Context (2nd edn.). Melbourne, VIC: Cambridge 最新糖心Vlog Press.

Recommended Resources

Please refer to MyUni.

Learning & Teaching Modes

Online and on campus

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Mode	Hours x Week	Total
Lecture	1 x 7	7
Tutorial	2 x 7	14
Reading and Preparation	7 x 7	49
Assessment	7 x 7	49
Online Tasks	5 x 7	35
	Overall total:	154

Please note that a minimum of 90% attendance is required and that an attendance roll will be taken. There are only 7 weeks of teaching due to the Professional Experience placement. This means that a pre-service teacher can only miss one class.

Note that pre-service teachers will not be sent on placement if they are considered to be underprepared. This means not meeting attendance requirements, not handing up assignments or a proved breach of the Code of Conduct or of Academic Integrity.

If a pre-service teacher is not sent on Professional Experience, this may impact on the duration of their degree program.

Learning Activities Summary

Week	Lecture Topic/Theme (Taught)	Tutorial/Workshop Activities (Practiced)	Readings/Resources	APST	Assessment
1	• The Socio-Cultural Context of Curriculum Construction: The 最新糖心Vlogn Curriculum • Diversity and the Curriculum: Equity for All Students	Students engage with course materials to workshop the topic during the tutorial. Some time is allocated to support students complete asessment task #1.	Please see MyUni for details.	2.3, 3.6, 5.1	1, 2 & 3
2	• Curriculum Priorities and their Socio-Cultural Contexts • Traditional-Liberal and Progressive Approaches to the Curriculum	Students engage with course materials to workshop the topic during the tutorial. Some time is allocated to support students complete asessment task #1.	Please see MyUni for details.	2.3, 3.6, 5.1	1, 2 & 3
3	• Curriculum Planning: Theory and Practice • The Principles of Curriculum: Purpose, Form & Content • Curriculum Translation in Classrooms	Students engage with course materials to workshop the topic during the tutorial. Some time is allocated to support students complete asessment task #1.	Please see MyUni for details.	2.3, 3.6, 5.1	1, 2 & 3
4	• Contexts for Assessment and Reporting • Assessment and Learning • Assessment Concepts and Values	•Students engage with course materials to workshop the topic during the tutorial. Some time is allocated to support students complete asessment task #2 and #3.	Please see MyUni for details.	2.3, 3.6, 5.1	1, 2 & 3
5	• Strategies for Assessing Students Achievement • Strategies for Self-and-Peer Assessment • Keeping Track of Student Learning: Making Judgements and Recording Results	•Students engage with course materials to workshop the topic during the tutorial. Some time is allocated to support students complete asessment task #2 and #3.	Please see MyUni for details.	2.3, 3.6, 5.1	1, 2 & 3
6	• Principles and Strategies for Reporting Student Achievement in the Classroom • The 最新糖心Vlogn Curriculum and NAPLAN	•Students engage with course materials to workshop the topic during the tutorial. Some time is allocated to support students complete asessment task #2 and #3.	Please see MyUni for details.	2.3, 3.6, 5.1	1, 2 & 3
Break
7	• Benchmarking and Monitoring 最新糖心Vlogn Students’ Academic Achievements: The National Assessment Plan • Case Studies: Cases of Assessment and Reporting Practice	•Students engage with course materials to workshop the topic during the tutorial. Some time is allocated to support students complete asessment task #2 and #3.	Please see MyUni for details.	2.3, 3.6, 5.1	1, 2 & 3
Professional Experience

Specific Course Requirements

None applicable.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

ASSESSMENT TASK	TASK TYPE	COURSE LEARNING OUTCOME(S)	APST	%
Assessment task #1: Analytical assignment Using the lecture program, tutorials and readings provided in this course, as well as your own research, analyse the pros and cons of educational materials presented to you and propose improvements thereof.	Summative	1 & 2	2.3, 3.6, 5.1	30
Assessment task #2: Application of critical educational perspectives Use the lecture program, tutorials and readings provided provided to create and deliver educational materials from a number of standpoints.	Summative	1, 2 & 3	2.3, 3.6, 5.1	40
Assessment task #3: Video interview response Individually record a video in which you pose and answer short-answer interview-type questions. Each student is to submit one video in which they answer posed questions.	Summative	1, 2 & 3	2.3, 3.6, 5.1	30

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

最新糖心Vlog