Unit details
ETP302 - Curriculum Inquiry
| Offering information: | This commences in 2014. |
|---|---|
| Offered at: | (B, G, W) |
| Credit point(s): | 1 |
| Offerings: | Trimester 2 |
| EFTSL value: | 0.125 |
| Unit chair: | S Webster |
| Campus contact: | S Webster (B), J Hodgens (G), J Lynch (W) |
| Prerequisite: | ETP301 |
| Corequisite: | Students must be enrolled in course E359 |
| Incompatible with: | EEP302 |
| Contact hours: | 3 hours per week. This unit also involves 10 whole days of supervised professional experience. |
| Note: Students must pass all components of this unit in order to progress to the next ETP unit in the professional education sequence.
Online teaching methods require internet access. Please refer to the most current computer specifications. | |
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 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.
Assessment
Exam, 1200 words, 40%
Assignment: Create, present and justify a particular curriculum program, 2000 words, 60%
Hurdle Requirement
Professional Experience
This component is assessed primarily by the supervising classroom teacher in consultations with the pre-service teacher. Satisfactory completion of the Professional Experience component is compulsory in order for the student to progress.
