EDUC1016 EDC111 Exploring and Contesting Curriculum...

Unit study package code: EDUC1016

Mode of study: Area External

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: MsName: Gail HardyPhone: I work off campusEmail: [email protected]: Building: 501 - Room: I work off campusConsultation times: via email

Teaching Staff:

Administrative contact: Name: OUA General EnquiriesPhone: +61 8 9266 7590Email: [email protected]: Building: Building 501, Bentley Campus - Room: Monday

to Friday 8.30am-4.30pm WST

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDUC1016 EDC111 Exploring and Contesting Curriculum OpenUnis SP 2, 2016

DVC EducationOUA Programs

EDUC1016 EDC111 Exploring and Contesting CurriculumOUA 12 May 2016 OUA Programs, DVC Education

Page: 1 of 15CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus This unit provides an introduction to the idea of curriculum including key terms, alternative models of curriculum and the processes and products of curriculum. Specific areas covered include socio-cultural perspectives of curricula. Curriculum integration, the development of early learning and school-based curricula, and the way in which teachers use curriculum documents for planning. This unit provides Early Learning Framework and the Australian Curriculum

Introduction This unit introduces students to 'curriculum' as an experience. The unit begins with an exploration of the different ways of understanding curriculum experiences. It then proceeds to examine some issues including how notions of the learner and learning shape curriculum experiences, and how these experiences can be linked to social and educational inequality through normalised representations of people, events and issues. Following the examination of these issues, the unit then introduces students to key policies and philosophies that underpin formal curriculum development in Australia, such as the Melbourne Declaration on Educational Goals for Young Australians, The Adelaide Declaration of National Goals for Schooling in the Twenty-First Centry, the philosophy of the Early Years Learning Framework (EYLF) and the philosophies underpinning the Australian Curriculum. The unit concludes with an exploration of how educators can plan and enact curriculum experiences in their learning settings. By the end of this unit, students are expected to have a sound understanding of curriculum experiences and the issues that shape that experience. To successfully complete this unit, students should complete the set readings, discussion board activities and weekly topic tests for this unit (contained on the unit's Blackboard site). There is a strong emphasis in each assessment on the ideas contained in the unit readings. There will be regular collaborates where topics and assessments will be discussed.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Understanding of the socio-cultural factors that influence curriculum and its implementation

2 Understanding of the knowledge and strategies that support students’ engagement with the curriculum

3 Awareness of the Early Years Learning Framework and the Australian Curriculum

4 Application of curriculum theory and curriculum documents to create learning experiences

DVC Education OUA Programs




Curtin's Graduate Attributes

Learning Activities There are some expectations regarding studying this unit online. Online presence: you are expected to participate online. This will be a combination of postings to Discussion Boards, attending Blackboard Collaborate sessions, completing weekly online topic tasks and surveys, watching videos, noting down responses to questions, and responding to your peers on the Discussion Board. Engagement: you are expected to engage with the materials, weekly online tasks and prepare for the weekly topics. You should complete all of the recommended readings each week, take notes on the readings, watch the videos and engage with other resources provided. Non-engagement in the unit's readings, ideas and weekly activities and tasks may make the assessment items more challenging. Commitment: You have approximately 2 hours of online tasks set for you each week, but you are expected to prepare and engage with the learning materials which will take up to 4 hours per week. Most importantly, be prepared, have an open attitude and try everything. Many ideas may be new to you, so have an open and positive attitude, and enjoy your experiences in this unit.

Learning Resources Other resources There is no set textbook for this unit. Please ensure that you use the Curtin University Blackboard site. The readings can also be found in Curtin University's e-reserve. ACARA. (2014). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/ ACARA. (2016). Australian Curriculum Version Implementation Advice. Retrieved from http://www.australiancurriculum.edu.au/curriculum/overview Blaise, M & Nuttall, J. (2011). Learning to teach in the early years classroom. Melbourne: Oxford University Press Brady, L. & Kennedy, K. (2007). Curriculum construction. Frenchs Forest: Pearson Australia Clark, A. (2010). Listening to children. In L. Miller, C. Cable & G. Goodliff. (Eds.), Supporting children's learning in the early years. (pp. 65-81). Abingdon: Routledge. DEEWR. (2009). Belonging, being, becoming: Early Years Learning Framework. Canberra: Australian Government Dulfer, N. (2012, November 26). Testing the test: NAPLAN makes for stressed kids and a narrow conversation. The Conversation. Retrieved from: http://theconversation.com/testing-the-test-naplan-makes-for-stressed-kids-and-a-narrow-curriculum- 10965 Ewing, R. (2013). Curriculum & assessment: A narrative approach. Melbourne: Oxford University Press Hedges, H. (2011). Rethinking Sponge Bob and Ninja Turtles: Popular culture as funds of knowledge for curriculum co-construction. Australasian Journal of Early Childhood, 36(1), 25-29. Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: rethinking curriculum in early childhood education. New York: Pearson. (Read Chapter 3, pp. 43-57) Lawrence, J.A., Brooker, A., & Goodnow, J.J. (2012). Ethnicity: Finding a cultural home. In J. Bowes, R. Grace, K. Hodge (Eds.), (2012). Children, families and communities: Contexts and consequences. (Read pp. 74-91). South Melbourne: Oxford University Press. Linn, S. (2004). Consuming kids. New York: Anchor Books MacLachlan, C. (2013). Children’s learning and development: Contemporary assessment in the early years. Melbourne: Palgrave. (Chapter 4) MacLachlan, C., Fleer, M. & Edwards, S. (2010). Early childhood curriculum: planning, assessment and implementation. Port Melbourne:Cambridge University Press

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://www.australiancurriculum.edu.au/curriculum/overview

http://ctl.curtin.edu.au/

MacNaughton, G. (2000). Rethinking gender in early childhood education. St Leonards: Allen & Unwin MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. Maidenhead: Open University Press Malaguzzi, L. (1993). Your image of the child: Where teaching begins. Exchange 3/94 Marsh, J. (2010). Batman and Batwoman go to school: Popular culture in the literacy classroom. International Journal of Early Years Education, 7(2), 117-131 National Union of Teachers. (2013). Stereotypes stop you doing stuff: Challenging gender stereotypes through gender education. Retrieved from http://teachers.org.uk/files/stereotypes-stop.pdf Robson, S. (2004). The physical environment. In L. Miller & J. Devereux. Supporting children's learning in the early years. London: Open University Press. (Read pp. 205- 216) Siraj-Blatchford, I. & Clark, P. (2004). Identity, self-esteem and learning. In L. Miller & J. Devereux (Eds.), Supporting children's learning in the early years (Read pp. 22-32). London: Open University Press. Skelton, C. (2001). Schooling the boys. Buckingham: Open University Press Strong-Wilson, T. & Ellis, J. (2007). Children and place: Reggio Emilia’s environment as Third Teacher. Theory into Practice, 46,1, 40-47 The Adelaide Declaration of National Goals for Schooling in the Twenty-First Century. (2014). Retrieved from: http://www.scseec.edu.au/archive/Publications/Publications-archive/The-Adelaide-Declaration.aspx

The Melbourne Declaration on Educational Goals for Young Australians. (2008). Retrieved from: www.mceetya.edu.au

Assessment Assessment schedule

Detailed information on assessment tasks

1. A report based on an interview of one or more people and a report of your findings

1500-1700 words for the report (plus or minus 10%) From the beginning of Topic 1, you should start thinking about and preparing for this assessment. Your notes on the readings and your participation in the activities will help you complete this assessment.

The purpose of this task is to learn about curriculum experiences by interviewing people about their school experiences, and comparing their responses with the ideas contained in the unit readings for Topics 1-3 (the unit reading list is in the Program Calendar).

The task involves you: reading the unit readings from Topics 1-3, selecting 5-10 open-ended interview questions from the list provided, interviewing one or more people (which may include family, friends, or your peers), and writing a short report linking to the ideas in the readings. We do not want you to interview a teacher as this is not asking you to report on the official, formal curriculum documents. This assessment is about curriculum experiences/ the totality of someone's school experiences.

Your report should contain the following sections: Cover page

Contents page

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Report 20 percent Week: 4

Day: Sunday 26 June Time: 23:59PM WST

1,2

2Essay 30 percent Week: 8

Day: Sunday 24 July Time: 23:59PM WST

1,2

3

Case Study Exercise 50 percent Week: 11 Day: Sunday 14 August Time: 23:59PM WST

2,3,4





http://www.scseec.edu.au/archive/Publications/Publications-archive/The-Adelaide-Declaration.aspx

http://www.mceetya.edu.au/

Understanding curriculum: Use the unit readings to write a summary of the key ideas about curriculum experiences from Topics 1-3 (recommended word count of approx. 500 words).

In text referencing is required. Formal academic writing is needed. You must use in text referencing according to APA 6th edition (refer to pages 2-4).

Interview questions: Use your understanding of the readings from Topics 1-3 to select 5-10 open-ended interview questions from the selection provided for you in the Assessment side bar tab.

The questions should aim to elicit the interviewee's understanding of, and experiences of, curriculum in relation to our first three topics.

Write the interview questions you have chosen as a list.

There are no word count limits in this section.

Interviee's context and responses: 1. Describe the interviewee's context and any helpful background information (100 -200 words recommended).

2. Briefly summarise your interviewee’s/interviewees’ responses to the questions (recommended word count of approx. 250 words). Dot points can be used.

Findings: Compare the understanding of, and experiences of, curriculum experiences of your interviewee/s with the ideas contained in the unit readings from Topics 1-3 (recommended word count of approx. 500 words).

Formal academic writing is needed. You must use in text referencing according to APA 6th edition (refer to pages 2-4).

Reflection: What did you learn by undertaking this task? (Recommended word count here of approx. 250 words). In this section you should use first person point of view in your writing (only in this section).

Reference page: At least two unit readings are needed for a pass.

The reference page is always on a separate page by itself. There is a sample in your Discussion Boards in the APA referencing thread.

Appendix:

Any additional relevant documents you wish to submit (will not be assessed).

There will be a Collaborate session on this assessment to discuss the expectations in more detail.

2. Essay 2000-2500 words (plus or minus 10%)

This assessment enables you to demonstrate your understanding of the socio-cultural influences on education from Topics 3-8. This assessment requires you to develop a clear answer to the question. You must create a clear and well-supported argument to support your response. You must demonstrate to your marker that you understand some of the main ideas of the unit, especially from Topics 3-8.

You need to make reference to at least 5 unit readings (reading list is in the Program Calendar) from Topics 3-8.

You are welcome to run your ideas past your tutor.

You have a choice between (1) an interview and an essay, or (2) an investigation and an essay.

1a.Interview

The purpose of this task (interview and essay) is to examine how one or more of the issues raised in Topics 3-8 are experienced by children or students.

Interview either a school aged ECE or Primary School student, a parent, a grandparent, or somebody you





know about their experiences as a child, or as a student themselves, in early childhood centres or schools in relation to the ideas raised in Topics 3-8.

1b. Essay

Use your interview and findings, as well as the unit readings from Topics 3-8 to write an essay that answers the following question: Do the curriculum experiences of your interviewee reflect the use of inclusive perspectives of, and approaches to, education and diversity, or do they reflect problematic personal and cultural assumptions and beliefs?

Upload as one document: l interview questions l essay with end text reference list l no cover page needed l no transcript needed

2a. Investigation

Find and examine school curriculum resources and/or recent media reports on any of the social cultural issues from Topics 4-7 (social disadvantage and inequality, gender and sexuality, cultural diversity and consuming childhood.).

2b. Essay

Use your investigation, as well as the unit readings from Topics 4-7, to write an essay that answers the following question: Are issues of diversity understood/represented fairly, accurately or problematically?

Upload as one document: l interview questions l essay with end text reference list l no cover page needed l no transcript needed

There will be a Collaborate session on this assessment to discuss the expectations in more detail.

3. Case Study 3000 words (plus or minus 10%) Create a useful guide for educators on the issue or issue/s in your chosen scenario (you can find these in the Assessment side bar tab). The guide can be a report booklet (PDF or Word), interactive e-book or e-magazine, or website/blog site. The purpose of the resource is to inform and educate your colleagues about the issue/s, so they can be better informed educators. While you can organise the guide in any way you choose, everyone needs to hand in a Word document which will go through Turnitin. If you create an electronic resource, place the link at the top of the Word document (your draft script/ word document). If you are creating a Word document, upload the final version only.

This will be explained and discussed further at a Collaborate session on Assessment 3. There are samples in the Assessment section of the Blackboard. Your resource must have at least the following key sections: A brief introduction This should introduce to the reader the guide, one or two statements about the issue/topic, the guide's purpose and contents and what a reader can expect to see (250 words recommended).

The issue (this can be your own subheading) Use academic writing and relevant unit readings and project resources to reflect on, and then explain, the issue/s present in the chosen scenario. You should demonstrate your ability to interpret educational contexts and situations using the ideas and concepts covered in the unit. It should explain why educators should know or learn about the issue/s. You can also use other associated resources from the unit in your description and explanation such as videos and information and links shared at the collaborates. You can link your issue to other issues (they are often inter-related), but try to give emphasis to one only unless you can





combine more than one to some depth (1500 words recommended). Defensible approaches/strategies This section focuses on describing and justifying (with references) one or more appropriate and effective approaches educators and schools can use at a classroom, centre, school, and/or community level to respond to the issue. It should not be a list, but a detailed description of and justification for one or more strategies or approaches. These should be justified by reference to research from the unit readings and resources, and any other credible source. You should demonstrate a deep understanding of why these approaches/strategies are important (200-300 words recommended).

An awareness of the curriculum document/s overarching philosophy and understandings What educators do should be framed by formal curriculum documents. In this section describe how the issue and/or the approaches/strategies for addressing the issue are or could be linked the philosophies that underpin the formal curricula documents or frameworks. You might choose to link in with one or all of the following: The Melbourne Declaration; the Adelaide Declaration; the Australian Curriculum; and/or the Early Years Learning Framework (EYLF). This section should demonstrate your understanding of the unerlying principles and philosophies of our official curricula document/s (400 words recommended). Ideas into practice In this section, you should provide a thoughtful activity for educators that they can complete (individually or in groups) in a professional development session so they can learn about the issue/s, and related approaches and strategies. For example, you could create a scenario/case study with a number of discussion questions or activities that encourage educators to understand and respond appropriately to certain situations. You should state the objectives of the activity at the top of the section. Be creative (250 words recommended).

Conclusion (200 words recommended).

Additional resources for educators as appropriate (not in the word count) An end text, separate reference list Provide a list of the references you have used. A minimum of 5 unit readings are required for a pass. Your entire guide should use the unit readings, and other associated resources from the unit. The guide may contain pictures, diagrams, charts, case study examples, hyperlinks, additional resources, quiz questions, etc. It should be no longer than 3300 words. The reference list is NOT included in the word count. This assessment enables you to demonstrate your achievement of Outcomes 2, 3, and 4. Therefore, you should demonstrate you understanding of social and cultural issues impacting on education, the principles underpinning our curriculum documents, and how to apply into practice your understanding of these issues and philosophies. There will be a Collaborate session on this assessment to discuss the expectations in more detail.

Pass requirements

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format. A student who has received a Fail Grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date. Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg

a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual. Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the Unit Coordinator or delegate (i.e., lecturer or tutor) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date. Students will be notified of the outcome of their application for Assessment Extension within five working days of the application. For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay. If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for





http://students.curtin.edu.au/administration/

http://students.curtin.edu.au/administration/forms.cfm

her/his decision. Students have the right of appeal (to the Head of School). Deferred assessments

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 03/10/2016 and 17/10/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Curtin School of Education Assessment Appeals Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged. It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or Unit Co-ordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format. It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file. If a lecturer or marker encounters a problem with a submitted file, the student will be notified and must provide a readable file within 48 hours of this notification, after which time it will be considered as a late submission. Students should check their Curtin student email daily during the assessment marking period. Student Support

OUA students will find that most information they need can be found on our dedicated student support website: www.soecurtin.org/wp/

Some specific services offered to Curtin OUA students are as below: Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements. To access Smarthinking: 1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/ 2. From My courses & units select the Current units tab

3. Click on the Smarthinking link, next to the list of units

For problems logging in, please contact the OUA Student Advisors by email [email protected] or by telephone +61 03 8628 2555. Curtin Learning Centre

Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre. http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Curtin UniEnglish

This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests. http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Curtin Counselling





http://www.soecurtin.org/wp/

http://www.open.edu.au/

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. Assessment 1: This assessment has been changed recently from an infograph to an interview and accompanying short report based on the unit readings and ideas from Topics 1-3. 2. Assessment 2: There is now a choice of tasks (interviews or investigations) and accompanying essay questions. 3. Assessment 3: This assessment has been updated for this study period. The lengthy introduction on the issue has been changed to a brief overview only.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Topic Readings Ass Due

1. 30 May

Is Curriculum just a document?

Blaise, M. & Nuttall, J. (2011). Learning to teach in the early years classroom. Melbourne: Oxford University Press (Read pp. 79-109).

2. 6 June

Power, values & points of view in curriculum

Brady, L. & Kennedy, K. (2007). Curriculum construction. Frenchs Forest: Pearson Australia (Read pp. 3-13).

3. 13 June

The educator’s philosophy and role

Malaguzzi, L. (1993). Your image of the child: Where teaching begins. Exchange 3/94.

McLachlan, C., Fleer, M. & Edwards, S. (2010). Early childhood curriculum: Planning, assessment and implementation. Port Melbourne: Cambridge University Press (Read Chapter 5).

4. 20 June

Social disadvantage and inequality

ACARA. (2014). Australian Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/

ACARA. (2014). Australian Curriculum Version Implementation Advice. Retrieved from http://www.australiancurriculum.edu.au/curriculum/overview

ACARA. (2014). Australian Curriculum Overview F-2. Retrieved from http://www.australiancurriculum.edu.au/overview/f-2

ACARA. (2014). Australian Curriculum Learning 3-.6 Retrieved from http://www.australiancurriculum.edu.au/overview/3-6

DEEWR. (2009). Belonging, being, becoming: Early Years Learning Framework: Our Philosophy Canberra: Australian Government. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No15.pdf

Ewing, R. (2013) Curriculum and assessment. Melbourne: Oxford University Press. (Read pp. 73-100).

The Adelaide Declaration of National Goals for Schooling in the Twenty-First Century. (2014). Retrieved from: http://www.scseec.edu.au/archive/Publications/Publications-archive/The-Adelaide-Declaration.aspx

The Melbourne Declaration on Educational Goals for Young Australians (2008). Retrieved from: www.mceetya.edu.au

Thomson, P. (2002). Schooling the rustbelt kids. St Leonards: Allen and Unwin. (Read pp. 1-10).

Ass 1 Interview

and report Sunday 26 June

2016, 11:59PM

WST

5. 27 June

Gender and sexuality

MacNaughton, G. (2000). Rethinking gender in early childhood education. St Leonards: Allen & Unwin. (Read pp. 11-35).

National Union of Teachers. (2013). Stereotypes stop you doing stuff: Challenging gender stereotypes through gender education. Retrieved from: http://teachers.org.uk/files/stereotypes-stop.pdf

6. 4 July Cultural diversity

Lawrence, J.A., Brooker, A., & Goodnow, J.J. (2012). Ethnicity: Finding a cultural home. In Bowes, J., Grace, R. and Hodge, K. (Eds.) (2012). Children, families and communities: Contexts and consequences. South Melbourne: Oxford University Press. (Read pp. 74-91).

Siraj-Blatchford, I. & Clark, P. (2004). Identity, self-esteem and learning. In L. Miller &






http://www.australiancurriculum.edu.au/curriculum/overview

http://www.australiancurriculum.edu.au/overview/f-2

http://www.australiancurriculum.edu.au/overview/3-6

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No15.pdf

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No15.pdf




J. Devereeux. Supporting children's learning in the early years. (read pp.22-32).

7. 11 July

Consuming childhood

Hedges, H. (2011). Rethinking Sponge Bob and Ninja Turtles: Popular culture as funds of knowledge for curriculum co-construction. Australasian journal of early childhood, 36(1), 25-29.

Linn, S. (2004). Consuming kids. New York: Anchor Books. (Read pp. 61-74).

8. 18 July

The third teacher

Robson, S. (2004). The physical environment. In L. Miller & J. Devereux. Supporting children's learning in the early years. London: Open University Press.(Read pp. 205-216).

Strong-Wilson, T. & Ellis, J. (2007). Children and place: Reggio Emilia’s environment as third teacher. Theory into Practice, 46(1), 40-47

Ass 2 Essay

Sunday 24 July,

2016 11:59PM

WST

9. 25 July

Planning and assessment

Clark, A. (2010). Listening to children. In L. Miller, C. Cable & G. Goodliff. (eds). Supporting children's learning in the early years. Routledge.

Dulfer, N. (2012, November 26). Testing the test: NAPLAN makes for stressed kids and a narrow conversation. The Conversation.

Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: rethinking curriculum in early childhood education. New York: Pearson (Read Chapter 3)

10. 1 Aug Official curricula &

Project time

ACARA. (2014). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/

DEEWR. (2009). Belonging, being, becoming: Early Years Learning Framework. Canberra: Australian Government.

The Adelaide Declaration of National Goals for Schooling in the Twenty-First Century. (2014). Retrieved from: http://www.scseec.edu.au/archive/Publications/Publications-archive/The-Adelaide-Declaration.aspx

The Melbourne Declaration on Educational Goals for Young Australians (2008). Retrieved from: www.mceetya.edu.au

In weeks 10 - 11 you should be focused on completing your case study resource project. Your tutors will give advice via the collaborates and the Discussion Boards.

11. 8 Aug Project/ Case Study

In weeks 10 - 11 you should be focused on completing your case study resource project. Your tutors will give advice via the collaborates and the Discussion Boards.

Ass 3 Case Study

Sunday 14

August, 2016

11:59PM WST

12. 15 Aug

Unit Review See Discussion Board for more details

13. 22 Aug

eValuate Please complete eValuate









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