EDF5621 - Challenging curriculum, pedagogy and assessment - 2018

This unit focuses on curriculum, pedagogy and assessment as three core concepts that are part of educational work across school, tertiary, workplace and community contexts. It uses a curriculum case (for example, the newly released Australian Curriculum) to explore concepts of curriculum and their interplay with both pedagogy and assessment practices. Through this case, students learn how to critique curriculum by exploring its stated purpose, the educational philosophies evident in its scope and focus, and the underlying and implicit cultural norms and values. These insights provide a lens through which to consider the relationship between pedagogy (the implemented curriculum) and the intended curriculum and the way in which assessment is developed and enacted in the light of the educational intentions of the curriculum. The assignments for this unit allow students to explore their own relevant curriculum case and to think critically about the ways in which curriculum, pedagogy and assessment are connected with increased accountability, educational policy and changing political agendas.

Upon successful completion of this unit students should be able to:

1. identify the core features of a curriculum
2. recognise the ways in which curricula vary across different subjects or educational contexts
3. discuss the relationship between pedagogies and intended curricula
4. examine whether and how curriculum alignment meets stated aims of greater equity around learners' educational outcomes
5. demonstrate an understanding of how external factors or pressures can impact the implementation of curricula in a specific context
6. apply the principles to relevant 'curriculum' in other contexts or situations
7. critically interrogate the impact of the 'globalisation' of curriculum, and the political dimensions of curriculum design and implementation.

Written review (4000 words, 50%)

Investigative report (4000 words equivalent, 50%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 12 contact hours and 24 hours equivalent of online activities over the semester or
   • 36 hours equivalent of online activities over the semester
2. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Adult learning

Digital learning

Early childhood education

Educational leadership and policy

Expert teaching practice

General education studies

Inclusive and special education

TESOL