This unit provides Initial Teacher Educators (ITEs) with the opportunity to expand their knowledge of curriculum, pedagogy, and assessment in their specialised discipline areas for teaching secondary school students in years 7-12, with a focus on their major method area.  ITEs develop practical understandings regarding the ways teachers innovate and develop curriculum, constantly responding to change and the implications of this for their professional identity. ITEs will collaborate with their peers to determine major challenges within their specialisation areas, and identity potential innovative solutions to these. ITEs will seek input from teaching experts to assist them in developing a prototype of an innovative educational curriculum innovation which can be applied in their specialist areas to improve student learning outcomes.  Experiment and revise their curriculum through reflexive conversations with teachers and school community.  They will engage in a 'Build, Measure, Learn' feedback loop to engage in reflection to continually enhance their ideas and their curriculum innovation. ITEs will present their ideas to their peers and teaching experts, deliberating on the value and need of their contribution to secondary school innovation. This process will provide graduates who operate with an innovation mindset, so that they can teach the next generation of students who will need teacherpreneurial skills, and also enhance their own opportunities for employment through traditional and non-traditional paths.

Unit details

Study level:
Postgraduate
Credit points:
12
Unit code:
ETS5006

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Investigate the major challenges in education in their specialisation area, articulating the connections between robust curriculum development and innovative practice.  
  2. Analyse and explore the ways key policies and school based documents relating to Victorian Curriculum 7-VCE promote or constrain innovative practice in Secondary school education.  
  3. Collaborate with peers and teaching experts to facilitate the development of an innovative educational curriculum.  
  4. Design and develop their innovative educational curriculum and develop the appropriate ICT, communication, and other skills that are required to engage in this process.  
  5. Experiment and revise their curriculum through reflexive conversations with teachers and school community.  
  6. Deliberate with their peers and teaching experts on the need, value, and contribution of their innovative educational curriculum.  

Assessment

Assessment type Description Grade
Project Description of educational challenge and brief literature review 30%
Project Innovative Educational Curriculum 40%
Presentation Project Pitch 30%
Minimum effective word limit of 5000 words in total.

Required reading

Links to recommended texts for this unit will be provided to students via the Learning Management System (VU Collaborate)

Learning for Teaching: Teaching for Learning 3rd ed
Whitton, D et al., (2016)
Sydney, Cengage Learning Australia

Edupreneur: Unleashing teacher-led innovation in schools.
Tait, A., & Faulkner, D. (2016).
Melbourne; Wiley

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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