Designing a Thinking Curriculum

Subject 482-833 (2009)

Note: This is an archived Handbook entry from 2009. Search for this in the current handbook

Credit Points:

12.50

Level:

9 (Graduate/Postgraduate)

Dates & Locations:

This subject has the following teaching availabilities in 2009:

August, - 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

Timetable can be viewed here. For information about these dates, click here.

Time Commitment:

Contact Hours: 18 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

 CoordinatorMr Clinton Golding 

Subject Overview:	This subject provides students the opportunity to design educational modules appropriate for their own setting. It involves first-hand experience in ways of improving questioning and fostering metacognitive, critical and creative thinking skills; facilitating discussions involving complex social and ethical issues, and drawing up a draft curriculum document to incorporate the above.
Assessment:	A paper totalling approximately 4,000 words in which the candidate designs a unit of work for their setting to demonstrate strategies, resources and approaches that foster improved thinking and dialogue their field. (100 per cent).
Prescribed Texts:	None
Breadth Options:	This subject is not available as a breadth subject.
Fees Information:	Subject EFTSL, Level, Discipline & Census Date
Generic Skills:	On completion of this subject students should be able to: design and justify approaches and programs which engage students in critical and creative thinking and inquiry into social and ethical issues associated with key learning areas; and link with current curriculum documents the facilitation of higher order thinking through approaches such as philosophical inquiry, taxonomies and multiple intelligences. Generic Skills: On completion of this subject students should be able to: identify the classroom approaches and curriculum content required to foster critical thinking about complex issues; understand the importance of sound curriculum frameworks for improving levels of cognition; and apply their knowledge of thinking curriculum construction to their educational setting.
Links to further information:	www.edfac.unimelb.edu.au
Related Course(s):	Master of Education (Stream 100A) Coursework and Thesis A Master of Education (Stream 100B)Coursework Master of Education (Stream 150) Major Thesis Master of Education (Stream 150A) Coursework and Thesis A Master of Education (Stream 150B) Coursework Postgraduate Certificate in Educational Studies (Generalist) Postgraduate Diploma in Educational Studies (Generalist)

Download PDF version.