301190 (v.2) Ed 247 - Social and Cultural Contexts in Curriculum Development

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Area:	Department of Education
Credits:	25.0
Contact Hours:	3.0
Lecture:	1 x 1 Hours Weekly
Tutorial:	1 x 2 Hours Weekly
Prerequisite(s):	301180 (v.2) Ed 129 - Introduction to Curriculum or any previous version AND 301185 (v.2) Ed 242 - Curriculum Planning Processes or any previous version
Syllabus:	An examination of the social and cultural factors which impact on curriculum design and development. Core principles and values in the Western Australian Curriculum Framework and learning areas. Comparative education practices in curriculum development.Gender ethnicity and equity issues in curriculum decision-making. Curriculum design and development for children with special needs. Evaluating learning outcomes.
Unit Outcomes:	On successful completion of this unit, students will have- Knowledge of the social and cultural factors which impact on curriculum design and development. Knowledge of the core principles and values in the Western Australian Curriculum Frameworks. Been increasingly reflective about children's learning. Been increasingly reflective about their own learning. Provided learners with science activities and opportunities to make discoveries. An understanding and appreciation of the significance of the Curriculum Framework and Outcomes Statements for teachers, learners and parents. Utilised a variety of teaching strategies to engage students with different learning styles. Used science in an integrated way to enhance student literacy and numeracy. Developed andunderstanding of the T&E Learning area and how this might be used in primary and early childhood classrooms. Experienced a stimulated environment of a school working in teams to develop a programme of work with colleagues considering the Curriculum Framework and Student Outcome Statements (DoE) or progress maps (CEO). Specifically learnt how to unpack the outcomes and plan for learning and teaching with T&E and other areas. Assessed and reported outcomes.
Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information.
Unit References:	Australian Academy of Science. (1994), Primary investigations. Canberra, Australian Academy of Science. Chaille, C. and Britain, L. (1991), The young child as scientist. New York, Harper Collins. Cross, R. (1996), Teaching primary science. Melbourne, Longman. Curriculum Council of Western Australia. (1997), Curriculum framework. Perth, Curriculum Council of Western Australia. Education Department of Western Australia. (1988), Student outcomes statements. Perth, Education Department of Western Australia. Fleer, M. and Hardy, T. (1996), Science for children. Sydney, Prentice Hall. Frost, J. (1997), Creativity in primary science. Buckingham, Open University Press. Happs, J.C. (1996), Science in focus, earth and beyond, levels 1-4. Perth, Learning Solutions. Happs, J.C. (1996), Science in focus, energy and change, levels 1-4. Perth, Learning Solutions. Happs, J.C. (1996), Science in focus, life and living, levels 1-4. Perth, Learning Solutions. Happs, J.C. (1996), Science in focus, natural and processed materials, levels 1-4. Perth Learning Solutions. Kammii, C. and DeVries, R. (1993), Physical knowledge in preschool education. New York, Teachers College. Lind, K. (1992), Exploring science in early childhood. New York, Delmar.
Unit Texts:	No prescribed texts.
Unit Assessment Breakdown:	Curriculum 20%, Science 40%, Technology and Enterprise 40%. Assignment details will be identified by the specific lecturers. This is by grade/mark assessment.
Year Location Period Internal Area External Central External 2004 Bentley Campus Semester 2 Y