Curriculum, Assessment and Reporting

This subject provides pre-service teachers with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy. This includes the development of the scope and sequence, unit development, evaluation and assessment.

Awards offering Curriculum, Assessment and Reporting

This unit is offered as a part of the following awards:

• Associate Degree in Education Studies
• Bachelor of Arts (Education Studies)
• Bachelor of Education (Primary)
• Diploma of Arts
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject provides pre-service teachers with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy. It considers the professional role of the teacher by exploring the NESA syllabuses ACARA curricular in the light of the Graduate Teacher Standard Descriptors (GTSD) and builds pre-service teachers’ programming skills. This includes the development of the scope and sequence, unit development, evaluation and assessment. A range of assessment tools are dissected and the pre-service teacher’s capacity to design their own assessments for inclusivity and diversity, and analyse data for effective evaluation of student learning and reporting to parents/carers that can improve learning outcomes for their children.

Outcomes

1. Plan for and implement effective learning and teaching by applying knowledge of curriculum, assessment and reporting and evaluation in the teaching-learning-assessment cycle;
2. Analyse the scope of programming in terms of content, learning and teaching, assessment and evaluation;
3. Construct a range of assessment tools for primary aged children that can be used in the pre-service teacher’s future career;
4. Develop with colleagues a professional learning community to analyse the assessment needs of literacy and numeracy across the curriculum;
5. Modify procedures and process for reporting to parents/carers for increased learning outcomes of the students.

Subject Content

1. Curriculum: knowledge of the Australian Curriculum, Australian Institute of Teaching and School Leadership (AITSL) Standards, syllabus design, scope and sequence, lesson plans, units of work, origins of curriculum, curriculum trends, components of curriculum, social engineering, hidden curriculum, ideologies and beliefs about education, negotiating the curriculum, curriculum outcomes, curriculum policy documents and frameworks, pedagogical orientations.
2. Programming and planning: literature-based; integrated; thematic; group; lesson and programming templates; students' needs, backgrounds, perspectives and interests reflected in the learning program; students challenged to explore, question and engage with significant ideas and practices; creating and maintaining a safe but challenging learning environment; strategies for supporting students' well-being and safety, including policy and legislative requirements; strategies for evaluating learning and teaching programs to improve learning; learning connected strongly with communities and practice beyond the classroom.
3. Assessment: formative and summative; self assessment; conferring; portfolios; concept mapping; questioning; teacher observation; teacher-designed tasks and tests; standardised testing; school policy on assessment: purposes, who should have access, where should data be stored, for how long?; assessment for learning; assessment practices an integral part of teaching and learning; authentic assessment; assessment for learning; designing assessment schedules, tasks and marking guidelines; schedules and marking guidelines which cater for a variety of student learning styles; age appropriate assessment; moderation of assessment; interpretation of assessment; assessment for different audiences; norm, criteria; outcomes approach; early years assessment and monitoring practices; support for students who excel in their studies;intervention strategies to assist students experiencing difficulties with learning;National Assessment Program – Literacy and Numeracy (NAPLAN) yr 3, 5, 7, 9.
4. Reporting: student report cards; mandated components; A-E ratings; written components; reporting achievement in domains; reporting achievements of students on IEP/ILP; reporting achievements for students for whom English is an additional language (EAL); quartile rankings, twice yearly reporting; teacher application of reports; confidentiality; informal and formal reporting; parent teacher meetings; ‘My School’ enables detailed profiles of all Australian schools; national benchmark standards; national, state, school and student based reporting to parents

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Interview Analysis (35%)
2. Group Case Study (30%)
3. Critical Reflection (35%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references