Students
EDUC703 – Curriculum Studies
2014 – S2 External
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Norman McCulla
|
|---|---|
| Credit points |
Credit points
4
|
| Prerequisites |
Prerequisites
Admission to MRes
|
| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
The study of curriculum is central to our understanding of educational institutions. It can be focused on the learning of a single student or group of students; on the formal curriculum of a school or other educational workplace; or it can be expansive in its national and international focus. This unit encompasses each of these areas and introduces you to the breadth of curriculum studies. It considers the nature of curriculum, the relationships between curriculum, knowledge and ideology, curriculum planning, curriculum implementation and evaluation, curriculum change and curriculum futures. You are encouraged to apply insights developed from the theory and practice of curriculum studies that we consider to your own school/workplace/organisation and to the analysis of current state, national and international trends in curriculum. We consider current issues being researched or unfolding in the curriculum literature with a view to identifying research trends and possibilities.
|
Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1. Demonstrate an understanding of the strategic importance of the curriculum field to the role of the educational leader
- 2. Demonstrate an understanding of the breadth of the curriculum field, including i. the nature of curriculum ii. the relationships between curriculum, knowledge and ideology iii. the foundational disciplines that underpin curriculum studies, and iv. the dynamics of curriculum planning, implementation and evaluation
- 3. Demonstrate an understanding of curriculum priorities, change processes and preferred curriculum futures in an educational jurisdiction.
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Seminars | 30% | Fortnightly |
| Reflective Journals 1 and 2 | 30% | Weeks 9 & 15 |
| Major Assessment Task | 40% | Wek 13 |
Seminars
Due: Fortnightly
Weighting: 30%
Seminars and the online discussions within them are part of each module. They provide the key means of learning from each other and of opening up the issues under consideration. They are introduced (but not assessed) in Module 1. There are 7 modules in the unit.
On successful completion you will be able to:
- 2. Demonstrate an understanding of the breadth of the curriculum field, including i. the nature of curriculum ii. the relationships between curriculum, knowledge and ideology iii. the foundational disciplines that underpin curriculum studies, and iv. the dynamics of curriculum planning, implementation and evaluation
- 3. Demonstrate an understanding of curriculum priorities, change processes and preferred curriculum futures in an educational jurisdiction.
Reflective Journals 1 and 2
Due: Weeks 9 & 15
Weighting: 30%
Written critical reflection serves as a point of closure for each module by providing an opportunity for you to bring your thoughts together on the issue in a scholarly way and, in so doing, reference the material that has influenced your thinking. Questions are posed on which to frame your response. Two reflective journals are submitted, each of no more than 1500 words.
On successful completion you will be able to:
- 1. Demonstrate an understanding of the strategic importance of the curriculum field to the role of the educational leader
- 2. Demonstrate an understanding of the breadth of the curriculum field, including i. the nature of curriculum ii. the relationships between curriculum, knowledge and ideology iii. the foundational disciplines that underpin curriculum studies, and iv. the dynamics of curriculum planning, implementation and evaluation
- 3. Demonstrate an understanding of curriculum priorities, change processes and preferred curriculum futures in an educational jurisdiction.
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Major Assessment Task
Due: Wek 13
Weighting: 40%
The topic for your major assessment task is determined in consultation with the Unit Co-ordinator and within the scope of the unit’s learning outcomes. Material is provided within the unit to assist you in doing this. The task is designed to assist you in identifying a suitable focus for a research project or projects in the area encompassed by curriculum studies.
On successful completion you will be able to:
- 1. Demonstrate an understanding of the strategic importance of the curriculum field to the role of the educational leader
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Delivery and Resources
The unit is available entirely online.
The modules will assume that you have your own copy of the required texts below:
- Brady, L. and Kennedy, K. (2013). Curriculum Construction. Frenchs Forest, Sydney. Pearson. (Fifth edition)
- Smith, D. and Lovat, T. (2003). Curriculum- Action on Reflection. Tuggerah. Social Science Press. (Fourth Edition)
Books can be ordered from the Co-op Bookshop on campus (+61 2 9850 7618) or via the Bookshop website: http://www.coop-bookshop.com.au/bookshop/home/homepage.html.
The unit centres on 7 Modules:
|
Module |
|
|
Module 1 INTRODUCTION |
|
|
Module 2 THE SOCIAL AND IDEOLOGICAL CONTEXTS OF CURRICULUM |
|
|
Module 3 CULTURAL DIVERSITY AND CURRICULUM |
|
|
Module 4 CURRICULUM PLANNING AND DESIGN |
|
|
Module 5 CURRICULUM ASSESSMENT, EVALUATION AND REVIEW |
|
|
Module 6 CURRICULUM CHANGE |
|
|
Module 7 CURRICULUM FUTURES |
Unit Schedule
|
Week beginning |
Wk |
Module |
On-Campus Session |
Seminars and Learning Activities |
Assessment Task |
|
4 August |
1 |
1 |
- |
- |
- |
|
11 August |
2 |
1 |
Getting to Know You 14 August 6-7.30pm E6A116 |
LA1 |
Attendance at the on-campus orientation session is voluntary unless you are an international student studying at Macquarie when it is compulsory. |
|
18 August |
3 |
2 |
- |
- |
- |
|
25 August |
4 |
2 |
- |
LA2 |
- |
|
1 September |
5 |
3 |
- |
- |
- |
|
8 September |
6 |
3 |
- |
LA3 |
- |
|
15 September |
7 |
4 |
- |
- |
Topic of Major Assignment finalised in consultation with Unit Convenor by Friday 19 September. |
|
22 September |
8 |
4 |
(Mid-semester Break) |
LA4 |
|
|
29 September |
9 |
5 |
(Mid-semester Break) |
- |
Critical Reflection Assignment (A) Modules 2-4. Due Monday 6 October |
|
6 October |
10 |
5 |
LA5 |
|
|
|
13 October |
11 |
6 |
- |
- |
- |
|
20 October |
12 |
6 |
- |
LA6 |
- |
|
27 October |
13 |
7 |
- |
- |
Major Assessment Task due Sunday 2 November |
|
3 November |
14 |
7 |
- |
LA7 |
|
|
10 November |
15 |
- |
- |
7 |
Critical Reflection Assignment (B) Modules 5-7 Due Friday 14 November |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the strategic importance of the curriculum field to the role of the educational leader
- 2. Demonstrate an understanding of the breadth of the curriculum field, including i. the nature of curriculum ii. the relationships between curriculum, knowledge and ideology iii. the foundational disciplines that underpin curriculum studies, and iv. the dynamics of curriculum planning, implementation and evaluation
- 3. Demonstrate an understanding of curriculum priorities, change processes and preferred curriculum futures in an educational jurisdiction.
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Assessment tasks
- Seminars
- Reflective Journals 1 and 2
- Major Assessment Task
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the strategic importance of the curriculum field to the role of the educational leader
- 2. Demonstrate an understanding of the breadth of the curriculum field, including i. the nature of curriculum ii. the relationships between curriculum, knowledge and ideology iii. the foundational disciplines that underpin curriculum studies, and iv. the dynamics of curriculum planning, implementation and evaluation
- 3. Demonstrate an understanding of curriculum priorities, change processes and preferred curriculum futures in an educational jurisdiction.
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Assessment tasks
- Seminars
- Reflective Journals 1 and 2
- Major Assessment Task
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcome
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Assessment task
- Major Assessment Task
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the strategic importance of the curriculum field to the role of the educational leader
- 2. Demonstrate an understanding of the breadth of the curriculum field, including i. the nature of curriculum ii. the relationships between curriculum, knowledge and ideology iii. the foundational disciplines that underpin curriculum studies, and iv. the dynamics of curriculum planning, implementation and evaluation
- 3. Demonstrate an understanding of curriculum priorities, change processes and preferred curriculum futures in an educational jurisdiction.
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Assessment tasks
- Seminars
- Reflective Journals 1 and 2
- Major Assessment Task
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the strategic importance of the curriculum field to the role of the educational leader
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Assessment task
- Major Assessment Task
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcome
- 4. Demonstrate a capacity to identify key themes, trends and/or issues in curriculum research.
Assessment task
- Major Assessment Task