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ETP302 - Curriculum Inquiry

Unit details

Note: You are seeing the 2014 view of this unit information. These details may no longer be current. [Go to the current version]
Year2014 unit information
Offering information:

Commences in 2014.

Enrolment modes:Trimester 2: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong)
Credit point(s):1
EFTSL value:0.125
Unit chair:G Hope-Rowe
Campus contact:

S Webster (Burwood (Melbourne))

L Longaretti (Waurn Ponds (Geelong))

G Hope-Rowe (Warrnambool)


Students must have passed three units in ETP101, ETP102, ETP201, ETP301


Students must be enrolled in course E359

Incompatible with:


Contact hours:

3 hours per week. This unit also involves 10 whole days of supervised professional experience.


Students must pass all components of this unit in order to progress to the next ETP unit in the professional education sequence.

You will need to access substantial learning resources and experiences in CloudDeakin (Deakin’s online learning environment). Compliance with the Standards in computing, connectivity and student capability are a condition on your enrolment.


For any curriculum to offer educative value there must be detailed engagement with particular contexts.  This unit will enable students to understand both the epistemological and ontological dimensions associate with curriculum work and be able to relate these to the discourse of education.  The relation between educational theory and context will be explored through examining a variety of curriculum practices through history, such as for example in Ancient Greece, Freire’s  Brazil, Dewey’s United States and A. S. Neil’s England, where the various dimensions of politics, morality, culture and philosophy all inform how educative experiences and programs can be understood.  Students will examine why the rationale of any curriculum is central to all educational practice and shall design curriculum to provide specific experiences which can be justified as offering educative value for students and for the global community.

This unit includes 10 days professional experience. During these days the pre-service teacher will:

  • undertake an orientation to the school environment.
  • design, implement and evaluate their own curriculum innovations.
  • teach whole class for at least two lessons a day
  • attend meetings, be involved in yard duty, school activities and any opportunities for engagement with the broader school community.
  • keep a journal (electronic and/or hardcopy) in which evidence of their planning, observations, collected documents, participation in school activities and reflections are kept.  Pre-service teachers will be expected to share their journal with their supervising teachers and appropriate University teaching staff. 


Exam, 1200 words, 40%

Assignment: Create, present and justify a particular curriculum program, 2000 words, 60%

Hurdle Requirement: Assessing the Professional Experience
For students enrolled in School of Education courses, the professional experience component is assessed primarily by the class-based teacher who advises the Unit Chair.  Satisfactory completion of the Professional Experience component is compulsory in order for the student to progress.

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