ETS302 - Curriculum Inquiry - Middle Years (7-10)
Unit details
| Offering information: | Commences 2014 |
|---|---|
| Enrolment modes: | (B, G, W) |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit chair: | C Charles |
| Prerequisite: | ETS301 & students must contact Student Support office to enrol in this unit. |
| Corequisite: | Students must be enrolled in E359 course. |
| Incompatible with: | EEP302, ETP301, ETP302 |
| Contact hours: | 3 hours per week |
Note:Professional Experience Component = 10 consecutive days | |
Content
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 teaching portfolio (electronic and/or hardcopy) in which evidence of their planning, observations,collected documents, participation in school activities and teaching reflections are kept. Pre‐service teachers will be expected to share their portfolio with their supervising teachers and appropriate University teaching staff. Data collected through portfolio activities will be used in unit assessment tasks.
Assessment
Exam 30% 1200 word equivalent
Curriculum Conception 50% 2000 word equivalent
Hurdle requirement
Professional Experience, 20%
This component is assessed primarily by the supervising classroom teacher in consultation with the pre-service teacher. Satisfactory completion of the Professional Experience component is compulsory in order for the student to progress.