This course introduces students to the research and development literature on Educative forms of curriculum. In particular, the course will outline major curricular practices that have been identified in recent research as contributing to greater and more equitable student learning outcomes. As part of this course, students will be introduced to recent developments in how curriculum is understood and practised and an analysis of the relationship between educative curriculum and current state-based curriculum developments. In addition, the course will engage students in direct experiences to build their capability as instructional leaders to plan and deliver professional curriculum development and practices using these concepts.
- Semester 2 - 2022
On successful completion of the course students will be able to:
1. Appraise theories and models of educative curriculum.
2. Explain the role of instructional leaders in improving curriculum design to enhance student learning.
3. Illustrate how teachers’ professional development plans can be constructed to improve curricula in classrooms and schools.
4. Show how teachers can integrate curriculum, pedagogy, and assessment to promote student learning.
- A detailed analysis of Educative curriculum models and their relationship to improved student learning outcomes.
- A focus on the role of instructional leaders in improving curriculum design to enhance student learning.
- An introduction to and application of professional development plans to improve curricula in classrooms and schools.
- The connection of educative curriculum, pedagogy, and assessment in promoting student learning.
Written Assignment: Assignment 1 - 50%
Written Assignment: Assignment 2 - 50%
Online 2 hour(s) per Week for Full Term
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.