CTP41P Inclusive Curriculum (FT)

Subject 465-432 (2008)

Note: This is an archived Handbook entry from 2008.Search for this in the current handbook

Credit Points: 12.500
Level: Undergraduate
Dates & Locations:

This subject has the following teaching availabilities in 2008:

Semester 2, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

External.

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: This subject is offered in external mode and there will be no regular class contact
Total Time Commitment: Not available
Prerequisites: CTP31P and CTP32P or equivalent
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Subject Overview:

This subject will explore the relationships between children's learning and approaches to equity and social justice commonly used in the early childhood curriculum. It will use research concerning the impact of race, cultural background, gender, class and disability on young children's educational experiences to introduce students to current debates about equity and social justice in the early childhood curriculum. In particular, students will focus on the debate surrounding the equity implications of the educational goals and practices of developmentally appropriate practice. This will serve as a background against which students will critically evaluate their own curriculum discourses and will be introduced to skills in designing and evaluating inclusive curriculum for young children.

Assessment: Essays and assignments totalling 4000 words.
Prescribed Texts: None
Recommended Texts:

Information Not Available

Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

Information Not Available

Related Course(s): Bachelor of Early Childhood Studies(Pathways Program)

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