Concept Driven Curriculum (IB)

Subject EDUC90261 (2010)

Note: This is an archived Handbook entry from 2010.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2010:

October, Parkville - Taught online/distance.
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 plus 125 additional study hours
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Coordinator

Assoc Prof Kay Margetts

Contact

Education Student Centre
Subject Overview: Participants will explore how learners construct meaning including how understanding is acquired and what differentiates it from knowledge. Strategies for supporting the development of higher order thinking skills including the role of student directed concept-driven inquiry, the art of inquiring, and building communities of learners will be investigated. There will be a strong theoretical and practical emphasis on the development and implementation of a transdisciplinary curriculum that creates a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding.
Objectives: On completion of this subject, students should be able to:
  • Explore and demonstrate an understanding of how knowledge and understanding are constructed and how they differ;
  • Critically examine concept driven curriculum and strategies for supporting higher order thinking skills including the art of questioning;
  • Articulate strategies for promoting student-directed inquiry and the development of higher order thinking sills;
  • Demonstrate the ability to design and critique curriculum that balances the acquisition of essential knowledge with the search for meaning and understanding.
Assessment: Written assignment equivalent to 4,000 words (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:
  • Demonstrate an understanding of essential knowledge and skills to perform competently as a specialist teacher;
  • Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
  • Articulate key concepts of a concept driven transdisciplinary curriculum;
  • Design and implement curriculum that creates a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding
  • Evaluate and use constructive criticism of their own work and of the institutions in which
Links to further information: www.education.unimelb.edu.au
Notes: "International Baccalaureate" is a registered trademark of the International Baccalaureate Organization
Related Course(s): Master of Education (International Baccalaureate)
Postgraduate Certificate in Educational Studies (Intern.Baccalaureate)

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