Curriculum Improvement
Subject 476-621 (2008)
Note: This is an archived Handbook entry from 2008.Search for this in the current handbook
| Credit Points: | 25.000 | ||||||||||||
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| Level: | Graduate/Postgraduate | ||||||||||||
| Dates & Locations: | This subject has the following teaching availabilities in 2008: Semester 2, - Taught on campus.
Timetable can be viewed here. For information about these dates, click here. | ||||||||||||
| Time Commitment: | Contact Hours: 36 hours Total Time Commitment: Not available | ||||||||||||
| Prerequisites: | None | ||||||||||||
| 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 |
Coordinator
Julianne Moss| Subject Overview: | This subject is designed to meet the needs of educators who are aiming to improve their curriculum practices. It develops from the core subject, 476-689 Curriculum Design, and is particularly relevant to curriculum coordinators and course developers who wish to enhance their expertise in curriculum critique and development from an informed basis. The dynamic nature of curriculum planning, implementation and evaluation is explored through issues and trends at local, systemic, national and international levels. A combination of practical and theoretical perspectives draw on literature that critiques current curriculum practices, such as teacher narratives of experience and aspects of critical, post-modern and feminist theories, and show how these offer a spectrum of possibilities for curriculum improvement. As well as providing the tools for students to analyse and critique curriculum principles, policies and practices, this subject also creates opportunities for students to use action-based models of curriculum improvement to focus on a negotiated area such as: curriculum structures; new learning theories about ways of knowing; integrated curriculum; transition stages within schooling; innovative learning technologies; gender; indigenous studies; multiculturalism and Australia's role in Asia and the Pacific region; environmental issues and/or another curriculum dimension that is of concern to the student within their own context. |
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| Assessment: | Two papers on theoretical and practical perspectives, each of 1500 words, a paper reflecting a curriculum project of 3000 words, and an additional research task of 2000 words. Each of these three papers must be completed at a `pass' or better level as a necessary condition for passing the subject as a whole. |
| Prescribed Texts: | None |
| Breadth Options: | This subject is not available as a breadth subject. |
| Fees Information: | Subject EFTSL, Level, Discipline & Census Date |
| Links to further information: | www.edfac.unimelb.edu.au |
| Notes: | This subject may not be undertaken by students who have already completed 476-691 Perspectives on Curriculum or 476-638 Gender Construction Through the Curriculum. |
| Related Course(s): |
Doctor Of Education Doctor of Education |
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