Course Title: Method 2 Project: Curriculum, Pedagogy and Planning

Part A: Course Overview

Course Title: Method 2 Project: Curriculum, Pedagogy and Planning

Credit Points: 12


Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2403

Bundoora Campus

Postgraduate

360H Education

Face-to-Face

Sem 2 2015,
Sem 2 2016,
Sem 2 2017

Course Coordinator: Dr Tricia McLaughlin

Course Coordinator Phone: +61 3 9925 9805

Course Coordinator Email: patricia.mclaughlin@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

In this course, you will explore relevant and contemporary educational ideas which you will apply to your discipline pertinent to curriculum, pedagogy and planning. This course is project based. You will develop a project around key themes from the course and critically reflect on these.


Objectives/Learning Outcomes/Capability Development

Your learning in this course is focused on development of the following program level capabilities:

  • Determine and apply the specialist knowledge and professional skills required to creatively solve problems, demonstrating expert judgment and ethical responsibility relating to your professional practice
  • Critically analyse, synthesize and reflect on complex theories and recent developments, both local and international, to extend and challenge knowledge and practice in education
  • Use appropriate research methods to design and implement substantial projects, then evaluate and theorize these outcomes as a means to position this contribution to the profession and knowledge area
  • Engage with complex bodies of knowledge and multiple professional skills in order to contribute to your professional identity and career within contemporary contexts.


 

Course Learning Outcomes

Upon successful completion of this course you will be able to:

 

  1. Explore and analyse relevant and contemporary education ideas relating to curriculum, pedagogy and planning

National Graduate Teaching Standards

 

2.1, 2.2, 2.3, 2.6, 3.2

 

  1. Evaluate and critically reflect on current theories and classroom approaches relevant to your discipline in relation to the themes considered in this course

 

1.3, 2.1, 2.2, 2.3, 2.5,

3.1, 3.2, 3.6, 4.1, 4.3

  1. Investigate, design, produce and justify a project that encompasses themes considered in this course

 

1.3, 2.1, 2.2, 2.3, 2.5,

2.6, 3.1, 3.2, 3.6,

4.1,4.3

  1. Analyse and synthesise project findings to generate new knowledge that impacts on professional practice

 

1.3, 2.1, 2.2, 2.3, 2.5,

2.6, 3.1, 3.2, 3.6, 4.1, 

4.3

 

 

 


Overview of Learning Activities

You will be engaged in learning that involves a range of activities both face to face and online such as lectures, tutorials, group and class discussion, group activities and individual research.


Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. A list of recommended learning resources will be provided by your lecturer, including books, journal articles and web resources. You will also be expected to seek further resources relevant to the focus of your own learning.

Britzman, D. (2003). Practice makes practice. A critical study of learning to teach. Albany: State University of New York Press.
Bryan, T. (2004). Beginning teachers' tools & timesavers: A compilation of innovative ideas & practical tips for busy teachers. Cashmere, Qld: Vision Ed.
Davis, B., Sumara, D, & Luce-­‐Kapler, R (2008). Engaging Minds: Changing Teaching in Complex Times. 2nd Ed. New York and London Routledge.
Freire, P 1999, Pedagogy of the Oppressed, Continuum, New York.
Groundwater-­‐Smith, S., Ewing, R., & Le Cornu, R. (2003). Teaching challenges and dilemmas. Southbank, Victoria: Thomson.
Knipe, S. ed. (2007). Middle years schooling. Reframing adolescence. Frenchs Forest, N.S.W: Pearson Education Australia.
Latham, G., Blaise, M., Dole, S., Faulkner, J., Lang, J., & Malone, K. (2006) Learning to teach. New times, new practices. South Melbourne, Victoria: Oxford University Press.
Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. NSW: Allen and Unwin
Nelson, K. & Lindley, K. (2004). Starting strong: surviving and thriving as a new teacher. Pearson Education Australia.
Rogers, B. (2007). Classroom behaviour. A practical guide to effective teaching, behaviour management and colleague support. London: Paul Chapman Publishing.

ACARA (Australian Curriculum, Assessment and Reporting Authority) http://www.acara.edu.au/default.asp

The independent authority responsible for the development of a national curriculum, a national assessment program and a national data collection and reporting program. From this site you can view progress of the implementation of the Australian Curriculum.

The Australian Curriculum http://www.australiancurriculum.edu.au/

On this site you can access all consultation papers regarding the development of the Australian Curriculum, as well as Curriculum by learning area (such as English or Maths), General Capabilities, (such as ICT)and Cross curriculum Priorities (such as sustainability)

AusVELS (Australian Curriculum in Victoria) http://ausvels.vcaa.vic.edu.au/

AusVELS is the Foundation to Year 10 curriculum, which incorporates the Australian Curriculum F-10 for English, Mathematics, History and Science within the curriculum framework first developed for the Victorian Essential Learning Standards (VELS).

DEECD (Department of Education and Early childhood Development) http://www.education.vic.gov.au/Pages/default.aspx

DEECD, the Department of Education and Early childhood Development site, is the entry for information, resources and polices relating to state schools in Victoria.

FUSE
https://fuse.education.vic.gov.au/pages/Teacher.aspx

This is the DEECD portal to digital resources and lots of curriculum guides

NAPLAN (National Assessment Program)
http://www.nap.edu.au/

From this site you can access examples of NAPLAN tests, which are conducted across Australia for all students in Year 3, 5, 7 and 9. These tests involve literacy and numeracy. As well you can access reports on findings.

The Victorian Institute of Teaching is a statutory authority for the regulation of the teaching profession in Victoria. From this site you can access information and procedures around registration and professional conduct as well as resources.

Victorian Teacher Subject Associations http://www.aussieeducator.org.au/education/other/associations.html

From this site you can access many of Victoria’s professional associations for teachers. On these sites you can usually find resources, and information about current curriculum practices, and issues, as well as professional learning opportunities.


Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes and on your development against the program capabilities. There are two assessment tasks (weighted 50% and 50%)

 

AssessmentCourse Outcomes Assessed

Assessment Task 1: Content and Pedagogy Analysis, equivalent to 2000 words, 50%

Explore a range of evidence-­‐based texts on how to teach a challenging aspect of your discipline. Identify the reasons why this aspect is difficult to teach and learn citing evidence where possible. Consider prior knowledge and experience, literacy/numeracy demands, discipline-­‐specific discourse modes and issues such as cultural, linguistic and/or socio economic background as relevant. Critically assess recommended approaches and devise a plan that describes how you might go about teaching this aspect of your discipline in an inclusive way. Your plan should include a range of teaching strategies and opportunities to assess student learning informally.

1, 2

Assessment Task 2: Cross Curriculum Project, equivalent to 2000 words, 50%

Investigate opportunities to address the cross curriculum priorities and capabilities of the Victorian Curriculum in your discipline area and create some way of representing this to your peers (e.g., a poster, matrix, curriculum overlay, power-­‐point presentation). Describe how you might implement one of these opportunities, drawing on the literature related to:


• effective teaching strategies
• implications for student learning, and/or
• inclusive student participation and engagement as relevant to justify your planned approach.

3, 4

 

Feedback will be given on all assessment tasks.

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.

The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: www.rmit.edu.au/browse;ID=qwxbqbg739rl1