Curriculum Frameworks in the IB Diploma

This subject has the following teaching availabilities in 2016:

170 hours

Students will need to complete EDUC90333 at the same time as or before undertaking this subject.

Students will need to complete EDUC90333 at the same time as or before undertaking this subject.

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

This subject investigates the role and structure of the DP curriculum framework. Key issues explored will include challenges for learning and teaching in relation to: breadth/depth/specialisation; higher order thinking; subject integrity/transdisciplinarity; individual/community/ social/global consciousness; and assessment. Participants will explore individual components of the IB framework including CAS, EE and TOK. There will be a strong theoretical and critical evaluation on the development and implementation of curriculum that is intended to support both the acquisition of essential knowledge and skills, and the search for meaning.

On completion of this subject students should be able to:

• 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;
• Articulate the importance of the EE, CAS and TOK to knowledge and understanding.
• 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;
• Articulate the role and purpose of command terms within the IB Diploma

On-Campus

• Essay: the role of theory of knowledge in learning and teaching (2,500 words) due Week 10 (50%)
• Essay: the use of TOK, CAS or the EE in specific academic disciplines (2,500 words) due Week 13 (50%)

Online GO-Melb

• Critical Reading Task – Reciprocal teaching model (500 word equivalent), due Weeks 2,3,4,5,8 (10%)
• Language in the DP - Presentation (1000 word equivalent), due Week 4 (20%)
• Language in the DP – Language policy (1000 word equivalent), due Week 5 (20%)
• Theories of Knowledge – Presentation (500 word equivalent), due Week 7 (10%)
• Theory of Knowledge – Essay (2000 words), due Week 9 (40%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

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 curriculum framework;
• Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
• Evaluate and reflect upon their teaching and on the work of the institutions/communities in which they teach.

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