Integrated Curriculum (Early Years)

Subject EDUC90402 (2012)

Note: This is an archived Handbook entry from 2012.

Credit Points: 6.25
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2012:

February, Parkville - 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

Semester 2, Parkville - 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

Parkville, On Campus

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 18 hours.
Total Time Commitment: 62.5 hours total commitment. 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.
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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

Coordinator

Mrs Rannah Hetherington

Contact

Education Student Centre
Subject Overview: This subject will explore ways in which young school-aged children come to understand their world through the diverse dimensions of society (including race, gender, ethnicity, culture and class), in particular curriculum which explores how and why natural factors and human activities affect childrens’ lives. Teacher candidates will examine models and theories of curriculum integration which focus on enabling children to draw on their own experience to help them understand the world around them and how social and environmental change has an impact on cultural and learning environments.
Objectives: On completion of this subject teacher candidates will be able to:
  • Demonstrate knowledge of humanities centred pedagogies;
  • Demonstrate an understanding of contemporary research and theory on integrated curriculum models and approaches;
  • Demonstrate the capacity to design a model of integrated curriculum;
  • Foster developmentally appropriate and socially just curriculum and model learning strategies which foster inquiry and curiosity about the world.
Assessment: There will be 1 assessment task:
  • An annotated integrated sequence of learning centring on Humanities Level 1 (equivalent to 2000 words) due end of semester (100%)

Prescribed Texts:
  • Marsh, Colin. 4th ed. (2004) Teaching Studies of Society and Environment. NSW. Prentice Hall.
  • Angus, Jane (ed.), Oodles of noodles : early years., Carlton, Vic. : Curriculum Corp., 1996
  • VCAA (2005). The Victorian Essential Learning Standards: Discipline-based Learning Strand (The Humanities). VCAA: Victorian Government
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, teacher candidates will have the knowledge, skills and understanding to enable them to:
  • Be skilled communicators who can effectively articulate and justify pedagogy and practice in humanities education;
  • Design flexible and integrated curriculum that focuses on young children’s understanding of their world;
  • Understand the significance of developing their practice on the basis of research evidence in curriculum design and implementation;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have a conscious personal and social values base that is reflected in their work with young children.
Related Course(s): Master of Teaching (Early Childhood)

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