Logo Students

ECHE340 – Curriculum Connections and Pedagogy 1

2017 – S1 External

General Information

Pdf icon Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff
Raewyn Burden
Credit points Credit points
3
Prerequisites Prerequisites
(39cp at 100 level or above) including ECH130
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit will introduce students to the BOSTES website and the resources available to support teachers in planning, scoping and implementing curriculum effectively. Assessment systems, including NAPLAN will be examined and students will practice analysing assessment data effectively. In particular students will be reviewing the Key Learning Areas of: Mathematics; Personal Development, Health and Physical Education (PDHPE); Human Society and its Environment (HSIE). This unit will develop students’ understandings of effective teaching and assessment, including literacy and numeracy learning, across curriculum areas in the K-6 context.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Identify and develop diverse strategies for programming, planning and assessing learning in an integrated and inclusive manner that supports diverse student learners.
  2. Examine planning and assessment strategies for all learners and develop strategies for providing timely and appropriate feedback to students about their learning.
  3. Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.
  4. Unpack the socio-historical origins of current understandings and pedagogical practices that have impacted on the framing of the syllabus documents; PDHPE, History and Geography.
  5. Compile a collection of movement and dance experiences for K-6.
  6. Demonstrate a developing understanding of pedagogy and appropriate teaching strategies and be able to critically reflect on these.

Assessment Tasks

Name Weighting Hurdle Due
Critical Review 25% Week 4
PDHPE practical teaching 25% Week 6 & 7
Integrated Unit of Work 50% Week 13

Critical Review

Due: Week 4
Weighting: 25%

This assessment provides students with the opportunity to demonstrate their understanding of how certain forms of knowledge that have emerged as ‘history’ have been socially-constructed and influenced by ethical, political, social and contextual factors.


This Assessment Task relates to the following Learning Outcomes:
  • Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.
  • Unpack the socio-historical origins of current understandings and pedagogical practices that have impacted on the framing of the syllabus documents; PDHPE, History and Geography.

PDHPE practical teaching

Due: Week 6 & 7
Weighting: 25%

Assessment 2 comprises of two interrelated tasks:

  • Part A is a group teaching task (to be presented during Weeks 6 & 7 tutorials or at the on-campus session for external students
  • Part B is a lesson plan for your given task (individual task and due in Week 7)

 


This Assessment Task relates to the following Learning Outcomes:
  • Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.
  • Compile a collection of movement and dance experiences for K-6.
  • Demonstrate a developing understanding of pedagogy and appropriate teaching strategies and be able to critically reflect on these.

Integrated Unit of Work

Due: Week 13
Weighting: 50%

This assessment provides students with the opportunity to demonstrate their understanding of integration of various Key Learning areas. Specifically, PDHPE, History and Geography; as well as literacy and numeracy core concepts.


This Assessment Task relates to the following Learning Outcomes:
  • Identify and develop diverse strategies for programming, planning and assessing learning in an integrated and inclusive manner that supports diverse student learners.
  • Examine planning and assessment strategies for all learners and develop strategies for providing timely and appropriate feedback to students about their learning.
  • Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.
  • Compile a collection of movement and dance experiences for K-6.
  • Demonstrate a developing understanding of pedagogy and appropriate teaching strategies and be able to critically reflect on these.

Delivery and Resources

This course is offered via internal and external modes. To be eligible for a passing grade, students must meet the following requirements:

  • Internal Students: participate in at least 80% of all tutorials – punctuality is expected. Consistent lateness or absence will jeopardise a passing grade
  • External Students: participate in all on-campus sessions – punctuality is expected.
  • Students are required to contribute to all tutorials tasks
  • All assessment tasks must be submitted and to a passing grade standard
  • Attendance and participation in the practical assessment components is compulsory. Failure to attend, without appropriate documentation, may result in a fail grade being awarded. 

To achieve in this unit:

  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to attend / listen to weekly lectures before completing tasks and attending tutorials

 

Required and recommended texts and materials

There is no requirement to purchase any set texts for the completion of this unit.

The required and recommended readings for this unit are noted in full within the iLearn guide and all readings will be available via the university library. You can access the readings from the library website (www.lib.mq.edu.au). Readings from specific textbooks will be available from the reserved section of the library.

Students are expected to purchase or download the following syllabus AND any support documents:

NSW K-6 PDHPE syllabus and support documents:  http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe

NSW K-10 History syllabus and support documents: http://syllabus.bostes.nsw.edu.au/hsie/history-k10/

NSW K-10 Geography syllabus and support documentshttp://syllabus.bostes.nsw.edu.au/hsie/geography-k10/

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_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

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/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

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 Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity 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.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

  • Unpack the socio-historical origins of current understandings and pedagogical practices that have impacted on the framing of the syllabus documents; PDHPE, History and Geography.

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Identify and develop diverse strategies for programming, planning and assessing learning in an integrated and inclusive manner that supports diverse student learners.
  • Demonstrate a developing understanding of pedagogy and appropriate teaching strategies and be able to critically reflect on these.

Assessment task

  • Critical Review

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.
  • Unpack the socio-historical origins of current understandings and pedagogical practices that have impacted on the framing of the syllabus documents; PDHPE, History and Geography.

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Identify and develop diverse strategies for programming, planning and assessing learning in an integrated and inclusive manner that supports diverse student learners.
  • Examine planning and assessment strategies for all learners and develop strategies for providing timely and appropriate feedback to students about their learning.
  • Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.
  • Unpack the socio-historical origins of current understandings and pedagogical practices that have impacted on the framing of the syllabus documents; PDHPE, History and Geography.
  • Compile a collection of movement and dance experiences for K-6.
  • Demonstrate a developing understanding of pedagogy and appropriate teaching strategies and be able to critically reflect on these.

Assessment tasks

  • PDHPE practical teaching
  • Integrated Unit of Work

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Identify and develop diverse strategies for programming, planning and assessing learning in an integrated and inclusive manner that supports diverse student learners.
  • Examine planning and assessment strategies for all learners and develop strategies for providing timely and appropriate feedback to students about their learning.
  • Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.
  • Unpack the socio-historical origins of current understandings and pedagogical practices that have impacted on the framing of the syllabus documents; PDHPE, History and Geography.
  • Demonstrate a developing understanding of pedagogy and appropriate teaching strategies and be able to critically reflect on these.

Assessment tasks

  • Critical Review
  • PDHPE practical teaching
  • Integrated Unit of Work

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Identify and develop diverse strategies for programming, planning and assessing learning in an integrated and inclusive manner that supports diverse student learners.
  • Examine planning and assessment strategies for all learners and develop strategies for providing timely and appropriate feedback to students about their learning.
  • Investigate and identify cross-curricular links and pedagogical approaches that are responsive to children’s diversities and differences, behaviours, development and intellectual pursuits.

Assessment tasks

  • Critical Review
  • PDHPE practical teaching
  • Integrated Unit of Work

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcome

  • Demonstrate a developing understanding of pedagogy and appropriate teaching strategies and be able to critically reflect on these.

Assessment tasks

  • PDHPE practical teaching
  • Integrated Unit of Work

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Identify and develop diverse strategies for programming, planning and assessing learning in an integrated and inclusive manner that supports diverse student learners.
  • Examine planning and assessment strategies for all learners and develop strategies for providing timely and appropriate feedback to students about their learning.

Assessment tasks

  • Critical Review
  • PDHPE practical teaching
  • Integrated Unit of Work