In this unit students are introduced to approaches to curriculum theory, design, development and implementation for a variety of educational contexts. Students are encouraged to consider their own emerging understanding of education and apply it to the development and implementation of a nominated curriculum. Students in this unit critique issues including the nature of knowledge and how it might be represented in the curriculum; global, local and contextual demands on the knowledge, skills, values and beliefs in a curriculum; curriculum as a contested space; constructing and sequencing of teaching components and resource materials evaluation of teaching content, student learning and program design.
Students enrolled in EBST must have completed any 4 first year units.
|1.||Interrogate theories and models of curriculum development|
|2.||Critically review programs for students in a variety of educational contexts against a model of curriculum development|
|3.||Analyse factors that may explain differences between the intended and the attained curriculum|
|4.||Propose and justify a curriculum sequence|
|Presentation||In class presentation and write up.||30%|
|Assignment||Short writing task||30%|
|Presentation||Group presentation of a sequenced curriculum.||40%|
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