educ4009 edp410 integrated programming openunis sp 2,...

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

Syllabus Curriculum planning and programming. Issues involved in the documentation and implementation of teaching and learning programs.

Introduction This unit considers how integrated planning requires an understanding of the all-encompassing nature of curriculum and how it must reflect a well- informed teaching philosophy. Various models for integrated learning are examined such as an Inquiry approach, Discovery learning, Problem based learning , the 5Es model, Murdoch and Hornsby and the International Baccalaureate Program, in order to develop a rationale for the use of integrated planning. Other key aspects within the unit are the use of 'rich' tasks and contemporary themes, development of children's questioning skills, as well as strategies for integrating all learning areas in planning. The use of integrated planning to cater for different learning styles and diversity is explored as is the integration of children into the wider community through the use of incursions and excursions. The use of everyday integrated tasks as the basis for meaningful assessment within an integrated program is one of the most important aspects of this unit.

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.

Unit study package code: EDUC4009

Mode of study: Area External

Credit Value: 25.0

Pre-requisite units: EDEC3014 (v.0) EDE304 Professional Practice (Years 1-3) or any previous version OR EDPR3009 (v.1) EDP325 Professional Practice in Primary Education

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: Hillary EptonPhone: Off campusEmail: [email protected]: Building: 501 - Room: Off campusConsultation times: Please email

Teaching Staff:

Administrative contact: Name: OUA General EnquiriesPhone: +618 9266 7590Email: [email protected]: Building: 501 Bentley Campus - Room: Monday to Friday 8:30am - 4:30pm (WST)

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

Unit Outline

EDUC4009 EDP410 Integrated Programming OpenUnis SP 2, 2016

DVC EducationOUA Programs

EDUC4009 EDP410 Integrated ProgrammingOUA 19 May 2016 OUA Programs, DVC Education

Page: 1 of 10CRICOS 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/

Curtin's Graduate Attributes

Learning Activities **Students are required to complete online weekly tasks on the Discussion Board and provide regular feedback to peers **

On completion of this unit students will be able to:

1. Evaluate the effectiveness and appropriateness of one’s own Personal Philosophy of Teaching and apply it to the planning of an integrated program of learning.

2. Review the complex and diverse needs of contemporary children with the view to developing a practical comprehensive integrated program aimed at meeting those needs.

3. Understand the complexities of asking a ‘good' inquiry question. 4. Formulate an integrated teaching and learning program; that uses a range of technologies, teaching practices and resources in the context of current

curriculum and support documents, that addresses broad societal needs, and that is practical and useful for your future teaching role. 5. Demonstrate the ability to work autonomously as well as collaboratively to develop an effective teaching philosophy and integrated teaching program. 6. Design assessment strategies based on clear, detailed and assessable learning objectives, to enable professional judgments to be made about group

and individual progress.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: Whole school planning for the integrated curriculum. Armadale: Eleanor Curtain Publishing. (ISBN/ISSN: 1875327495)

Other resources Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2012). Programming and planning in early childhood settings (5th ed.). Victoria: Thomson

Learning Australia. Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). FrenchFrench’s Forest, N.S.W: Pearson Education. Carr, M. (2001). Assessment in early childhood settings: learning stories. London: Paul Chapman. Department of Education, Employment and Workplace Relations & Council of Australian Governments. (2009). Belonging, being & becoming: the

early years learning framework for Australia. Canberra, A.C.T: Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments.

Department of Education, Employment and Workplace Relations & Council of Australian Governments. (2011). My time, our place: framework for school age care in Australia. Barton, A.C.T: Dept. of Education, Employment and Workplace Relations.

Flewelling, G. (2003). Teaching with rich learning tasks. Adelaide: Australian Association of Mathematics Teachers. Kruse, D. (2009). Thinking

strategies for the inquiry classroom. Carlton South, Vic: Curriculum Corporation. Flewelling, G., & Higginson, W. (2003). Teaching with rich learning tasks. A handbook. Adelaide: The Australian Association of Mathematics

Teachers Inc. Kruse, D. (2009). Thinking strategies for the inquiry classroom. Carlton South, Vic: Curriculum Corporation. Walker, K. (2011). Play matters: investigative learning for preschool to grade 2 (2nd ed.). Camberwell, Vic: ACER Press. Wilson, J. (2013). Activate inquiry: The what ifs and the why nots. Carlton South, Vic: Education Services Australia Ltd. Wilson, J., & Wing Jan, L. (2009). Focus on inquiry: A practical approach to curriculum planning (2nd ed.). Carlton South, Vic: Curriculum

Corporation.

On successful completion of this unit students can: Graduate Attributes addressed1 Identify and create appropriate resources to enhance teaching and learning programs

2 Design teaching and learning programmes incorporating best practice across a variety of learning environments

3 Select and apply appropriate assessment strategies to a nominated teaching program

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

DVC Education OUA Programs




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

Web based resources: Please refer to Blackboard for the digital resources.

Assessment Assessment schedule

Detailed information on assessment tasks

1.

Assessment 1. Rationale (30%) Due Saturday 25th June 2016 23:59 WST This is in the form of an essay (1500 words) (10% leeway +/-). The word limit does not include direct quotes or in-text or end text references. Write a rationale on the use of inquiry learning in the context of integrated programming, as a way of catering for the needs of learners in the 21st century. Discuss how children learn and the knowledge and skills children need for today and the future, and develop links between current curriculum documents and offering an integrated program. Students should cover three key points:

The rationale behind integrating your program A discussion and critique on at least three established models for inquiry learning (this could be a critique of two inquiry models vs one problem based learning model or a critique of three inquiry models) The importance of catering for the needs of contemporary learners for example, ESL students, diversity and gifted and talented students Link/make reference in your rationale to the following:

Your philosophy of teaching Early Childhood Education students should make reference to curriculum documents i.e. ACARA (e.g. cross-curriculum priorities, general capabilities, student diversity) and the National Quality Framework (e.g. Early Years Learning Framework, National Quality Standard) Primary Education students should make reference to curriculum documents i.e. ACARA (e.g cross- curriculum priorities, general capabilities, student diversity) and the 'Framework for school age care - My time, our place' (FSAC) Presentation and formatting:

Write in 3rd person Use font 12pt Arial or Times New Roman Double spacing APA (v.6) Reference List: use the APA (v.6) referencing format to indicate all sources of your ideas throughout the case study report. Submitting your Assignment:

Header to contain: student name, student number, unit name (EDUC 4000) Assessment 1

Abstract and table of contents not required

Save file with YOUR name (last name then first) ie BROWN_Mary_12345678_EDUC 4000_Assessment_1 DO NOT insert the assessment rubric. This assessment must be submitted through Turnitin. Please do not attach a cover page or rubric as this impacts on your similarity percentage.

2. Assessment 2. Overview (10%) Due Saturday 23rd July 2016 23:59 WST This is the cover page or plan of your 5 week integrated program outlining what will be displayed within the program (1 x A3 pages) and your first lesson plan introducing the inquiry (A4). Create an Overview (1 x A3 page) displaying the curriculum integration and what will be contained in your five week program (i.e., Assignment 3). You also need to include your initial first lesson plan to introduce the inquiry (include outcomes, objectives, hook, introduction, lesson sequence, resources, assessment, extension). This is presented as A4 (approximately 400-600 words). Primary students - develop a program Overview for either; Years 3, 4, 5 or 6.

ECE students - develop a program Overview for either; Pre-primary, Year 1 or 2. As you will be creating an engaging program for a classroom for 5 weeks, the Overview needs to demonstrate links to curriculum, what will be happening and how this will be happening during that time. The A3 Overview should contain:

1. A clear outline on the intention of the 5-week program (Assessment 3 is your detailed program and has 15 in depth lesson plans - includes 1 x incursion and 1 x excursion) 2. The question driving your inquiry 3. The inquiry model you will use and why (please make sure your rationale is based in the evidence with strong links to the literature) 4. The year group 5. Thinking strategies you will use throughout the 5-week program 6. Questioning strategies 7. Plans for differentiation 8. Plans for assessment 9. Brief details of your incursion and excursion

10. Evidence of integration between Key Learning Areas of the Curriculum. Each of the 15 lessons must have either Maths and/or English outcomes. Across the 15 lesson plans outcomes from two or more learning areas will also be included. One of which, will be the Arts learning Area 11. Curriculum links - you may use just links/codes (i.e. (ACMNA027)) in your A3 Overview but you must include the full list of codes plus the content descriptions as an Appendix. e.g. (ACMNA027) Mathematics - Recognise, model, represent and order numbers to at least 1000. Use links to your local

Task Value % Date Due Unit Learning Outcome(s) Assessed

1Rationale 30 percent Week: 4

Day: Saturday 25th June 2016 Time: 23:59 WST

1,2

2Overview Report 10 percent Week: 8

Day: Saturday 23rd July 2016 Time: 23:59 WST

1,2

3

Integrated Program 60 percent Week: 11 Day: Saturday, 13th August 2016 Time: 23:59 WST

2,3





http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA027


state curriculum and where appropriate the Australian Curriculum 12. Primary students - links to the Framework for School Age Care (FSAC) 13. ECE students - links to the Early Years Learning Framework (EYLF) and National Quality Standard (NQS) 14. Details of the final assessment 'rich' assessment 15. References - in text and end text

The complete assignment includes: 1. Overview which should contain details of; your inquiry question, lessons, target age group, curriculum links, questioning and thinking strategies, a final rich task, assessment, differentiation, incursion and excursion (1 x A3) 2. Your initial first inquiry lesson plan (A4 approximately 400-600 words)

3. References (A4 as required) 4. Appendix - Curriculum links - you may use just links/codes (i.e. (ACMNA027)) in your A3 Overview but you must include the full list of codes plus the content descriptions (A4 as required) This must be submitted in MS Word format through Turnitin. An image embedded in MS Word will not be considered as having been submitted. Use text boxes in Word to create sections to present the above.

Presentation and formatting: Overview - 1 x A3 page maximum. Use no smaller than font 8pt Arial Initial lesson plan - approximately 400-600 words A4. 12pt TNR or Arial References are additional A4 pages. 12pt TNR or Arial Appendix - curriculum links (full list of codes plus the content descriptions). 12pt TNR or Arial

APA (v.6) Reference List: Make sure you use the APA (v.6) referencing format to indicate all sources.

Submitting your Assignment:

Header to contain: student name, student number, unit name (EDUC 4000) Assessment 2 Save file with YOUR name (last name then first) ie BROWN_Mary_12345678_EDUC 4000_Assessment_2 DO NOT insert the assessment rubric. This assessment must be submitted through Turnitin. Please do not attach a cover page or rubric as this impacts on your similarity percentage.

3. Assessment 3. Integrated Program (60%) Due Saturday 13th August 2016 23:59 WST Develop a five week integrated program that uses an inquiry or problem-based approach. There are a total of 15 in depth lesson plans (3 per week) required in your DWP for your 5 week program (15 lesson plans - includes 1 x incursion lesson plan and 1 x excursion lesson plan). Be clear about the integrated programming model you will use and the specific strategies that go with it. Make sure that your inquiry question is evident throughout the program. Your assignment must be complete (15 in depth lessons includes 1 x incursion lesson plan and 1 x excursion lesson plan). Each lesson plan should include; outcomes, objectives, hook, introduction, lesson sequence, resources, assessment, extension, differentiation. In your DWP re-submit/include your initial first lesson plan to introduce the inquiry (from assessment 2) (include outcomes, objectives, hook, introduction, lesson sequence, resources, assessment, extension) and add how you will differentiate this lesson. Assessment strategies must be clearly linked to objectives in each lesson. Show the steps in the lessons and the curriculum links that are being used to support each lesson in your program. Link these objectives to your program checklist and rubric. Pay attention to the introduction lesson. You would have received feedback on this first lesson plan when you submit it as part of Assessment 2 - Overview. Review the feedback and make any changes or adjustments to the lesson plan. Add how you will differentiate the lesson. Pay attention to the conclusion lesson/s of your inquiry and make sure that these are engaging and significant. Demonstrate at the conclusion of your program how you will display, collect, share or exhibit 5 weeks’ of cross- curricular activities that lead the children to answer the inquiry question you have posed. Include varied 'hook ins' to lessons. Lessons must be age appropriate and relevant to year level and your program. Primary students to develop a program for either Year 3, 4, 5 or 6. ECE students to develop a program for Pre-primary, Year 1 or 2. As a part of the program, include organisational details for an incursion (1 x lesson plan) and an excursion (1 x lesson plan) that reflects your state or jurisdiction excursion and incursion policy i.e. Excursion Management Plan, information and permission letters to parents/caregivers. The learning activities will need to be shown in sequence. The 5 week program must integrate the Mathematics and English learning areas with two or more learning areas. One of which, will be the Arts learning area. Each of the 15 lesson plans must have Mathematics and/or English outcomes. Across the 15 lesson plans outcomes from two or more learning areas will also be included. One of which, will be the Arts learning area. Curriculum links - you must include the code plus the full content description for each curriculum outcome in each of your in depth lessons in your DWP e.g. (ACMNA027) Mathematics - Recognise, model, represent and order numbers to at least 1000. Use links to your local state curriculum and where appropriate the Australian Curriculum. Demonstrate how you will differentiate each of your 15 lessons. Provide details of how each lesson could be extended. Provide brief details an open-ended activity related to your lesson outcomes/objectives that children at all ability levels could engage in. Provide a rubric for assessing the final product at the end of the inquiry (such as a performance) or a collection of items at the end of the inquiry (such as a collection of Portfolio items). This rubric should include at least three levels of achievement and be accessible to children (use age appropriate language). Provide a checklist, for assessing one key learning area (you must select either Mathematics or English) in the context of the integrated program. A checklist which could be utilised by the teacher, for a whole class, over a period of five weeks and be clearly linked to the 15 in depth lessons in your DWP. Provide details of how outcomes/learning areas not covered by your program checklist and program rubric will be assessed. Primary students - links to the Framework for School Age Care (FSAC) (Choose 1 outcome and a statement from the ‘This is evident, for example when children:’ listed in the FSAC). You only need to choose one Outcome and select one statement for each lesson. ECE students - links to the Early Years Learning Framework (EYLF) (Choose 1 outcome and a statement from the ‘This is evident, for example when children:’ listed in the EYLF). You only need to choose one Outcome and select one statement for each lesson. Links to the National Quality Standard (NQS) (Choose 2 elements from the 7 Quality Areas that you feel could be a focus for this lesson – ie the elements you will keep foremost in your mind when you conduct the experience). You only need to select 2 NQS links for each lesson. Word length is not specified but the following should be submitted: Five (5) A3 pages for the program content. The 15 lesson program should be set out on five A3 pages, one per week (e.g. 3 in depth lessons per week plus basic program details for other parts of the DWP). The assessment rubric (1 to 2 x A4). The assessment checklist (1 to 2 x A4) Organisational details for an excursion that reflects your state or jurisdiction excursion policy i.e. Excursion Management Plan. References (A4 as required)

Presentation and formatting:

Integrated program - use no less than font 8 Arial in the A3 5 week program Rubric - (1 to 2 x A4). You may use no less than font 8 Arial if you wish to keep your rubric to 1 x A4)







Checklist - (1 to 2 x A4). You may use no less than font 8 Arial if you wish to keep your checklist to 1 x A4) Excursion Management Plan - A4 use font 12 TNR or Arial References - A4 use font 12 TNR or Arial

APA (v.6) Reference List: Make sure you use the APA (v.6) referencing format to indicate all sources.

Submitting your Assignment:

Header to contain: student name, student number, unit name (EDUC 4000) Assessment 3 Save file with YOUR name (last name then first) ie BROWN_Mary_12345678_EDUC_4000_Assessment_3 DO NOT insert the assessment rubric. This assessment must be submitted through Turnitin. Please do not attach a cover page or rubric as this impacts on your similarity percentage. Do not attach Assessment 2 - Overview.

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

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 Lecturer or Unit Coordinator is responsible for determining whether the reason a student was not able to complete an assessment task was due to exceptional circumstances beyond a student’s control. Such exceptional circumstances that may warrant approval of an Assessment Extension include, but are not limited to:

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

Students must apply for an Assessment Extension on the appropriate form located at: http://students.curtin.edu.au/administration/forms.cfm

The form with supporting documentation must be submitted to the unit coordinator 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 or she was not able to submit the application prior to the assessment date.

The unit coordinator shall notify the student 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 up to seven working 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 his or her decision. Students have the right of appeal (to the Head of School).

Deferred assessments

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





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

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

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

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 17/10/2016 and 21/10/2016 . 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.

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





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/

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 Extension

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

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:





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

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

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 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

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: Modifications to Assessment items 1, 2 and 3.

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://www.open.edu.au/

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

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

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

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 Program calendar

Week

Begin Date

Lecture/

Seminar

Pre-readings

Assessment Due

Orientation

23

May

Orientation Week

1.

30

May

Contemporary learners

need contemporary teachers

Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: Whole school planning for the integrated curriculum. Armadale: Eleanor Curtain Publishing. (Chapter 1.)

Post your weekly response to the questions on the DB and comment on your peer's postings.

2.

6 June

Models of inquiry learning

Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: Whole school planning for the integrated curriculum. Armadale: Eleanor Curtain Publishing. (Chapter 5 & 6.)

3.

13 June

Developing inquiry questions


Bond, T. (n.d.). Questioning. Retrieved from http://ictnz.com/handouts/Questioning%20handout%20v3.pdf

4.

20 June

Planning for learning

& assessment


Assessment 1. Rationale (30%) Due

Saturday 25th June 2016

23:59 WST

5.

27 June

Lesson planning

Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: Whole school planning for the integrated curriculum. Armadale: Eleanor Curtain Publishing. (Chapter 7 & 8.)

6.

4 July

Diverse learners

Mansouri, M., Jenkins, L., Leach, M., & Walsh, L. (2009). Building bridges: Creating a culture of diversity. Retrieved from https://volunteer.ca/content/building-bridges-guide-making-volunteer-programs-accessible-persons-diverse-cultures-various (Chapter1).

7.

11 July

Differentiation 1

Wiggins, G., & McTighe, J. (2012). Understanding by design framework. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf(Chapter 4.)

8.

18 July

Differentiation 2

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), p.935-947. This article is available from Curtin University Library.

Assessment 2. Overview

(10%) Due

Saturday 23rd July 2016 23:59 WST

9.

25 July

Excursions &

incursions

10.

1 Aug

Reporting

Australian Curriculum, Assessment and Reporting Authority. (ACARA). (2012). Assessment and reporting. Improving student performance. Retrieved from http://www.acara.edu.au/verve/_resources/Assessment__Reporting_-_Improving_Student_Performance.pdf





11.

8 Aug

Collaborative partnerships

Department of Education, Employment and Workplace Relations (DEEWR). (n.d.). Family-school partnerships framework. A guide for schools and families. Retrieved from http://www.familyschool.org.au/files/3013/8451/8364/Family-school_partnerships_framework.pdf

Assessment 3. Integrated Program

(60%)

Due

13th August 2016 23:59

WST

12.

15 Aug

Reflection

13.

22

Aug

Sharing

Sharing or resources and ideas





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