Concept Driven Curriculum (IB)

Subject EDUC90261 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

April, Parkville - Taught on campus.
Pre-teaching Period Start 11-Apr-2015
Teaching Period 18-Apr-2015 to 30-May-2015
Assessment Period End 15-Jun-2015
Last date to Self-Enrol 13-Apr-2015
Census Date 24-Apr-2015
Last date to Withdraw without fail 22-May-2015

Pre-teaching period:

During the pre-teaching period, students will be required to complete reading that will be provided via LMS.



Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 hours
Total Time Commitment:

170 hours

Prerequisites:

Admission to 960IB Master of Education (International Baccalaureate) or 981PY Postgraduate Certificate in Education (International Baccalaureate)

Corequisites:
Subject
Study Period Commencement:
Credit Points:
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 Disability Liaison website: http://www.services.unimelb.edu.au/disability

Coordinator

Dr Catherine Scott, Mrs Nicole Ginnane

Contact

Contact Us
Call: 13 MELB (13 6352)

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.

Learning Outcomes:

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:
  • 2500 word essay addressing: a record of an inquiry undertaken due mid-semester, 50%.
  • 2500 word essay reflection on the inquiry process at due end of semester, 50%.

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.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

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
Notes:

"International Baccalaureate" is a registered trademark of the International Baccalaureate Organization

Related Course(s): Graduate Certificate in Education (International Baccalaureate)
Master of Education (International Baccalaureate)
Master of Education (International Baccalaureate)
Postgraduate Certificate in Education (International Baccalaureate)

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