The Diploma Programme Hexagon

This subject has the following teaching availabilities in 2014:

Parkville Campus and external

125 additional study hours

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.

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.

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 Disability Liaison Unit website: http://www.services.unimelb.edu.au/disability/

This subject investigates the role of the DP hexagon and its constituent parts in the design and structure of a balanced and flexible curriculum. Key issues will include challenges for learning and teaching in relation to: breadth/depth/specialisation; freedom/prescription; academic/non-academic; subject integrity/transdisciplinarity; individual/community/ social/global consciousness; and assessment. Participants will explore how learners construct meaning including how understanding is acquired and what differentiates it from knowledge. There will be a strong theoretical and practical emphasis on the development and implementation of curriculum that supports both the acquisition of essential knowledge and skills, and the search for meaning.

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 ways in which the DP curriculum framework supports the development of essential knowledge and skills, and the search for meaning, and strategies for different types of learning and teaching;
• Demonstrate the ability to design and critique curriculum that incorporates DP standards and practices and addresses the objectives of subject specific and core element related learning;
• Engage with and seek information from the wider DP community.

Two essays of 2, 500 words each, addressing:

• the role of theory of knowledge in learning and teaching (Due Week 7)
• the use of TOK, CAS or the EE in specific academic disciplines (Due Week 12)

There is one hurdle requirement:

• Students are required to maintain a personal reflective journal that records their responses to the readings in this subject to demonstrate understanding of the theoretical perspectives of the IB PYP and the realities and constraints of implementing these aspects of the PYP in schools. A summative reflection should be provided as a conclusion. The Journal should demonstrate student’s ability to identify key theoretical understandings expressed in the literature and critically reflect on and analyse these in relation to the implementation of the IB PYP. To enable students to meet the requirements for a pass in this subject, the Reflective Journal must be brought to classes and handed in for non-graded assessment.

This subject is not available as a breadth subject.

On completion of this subject students should have:

• Demonstrate an understanding of essential knowledge and skills for using the DP hexagon as a curriculum framework;
• Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
• Evaluate and use constructive criticism of their own work and of the institutions/communities in which they teach.

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