EDCURRIC 627A/B : Designing the Wider Curriculum
Education and Social Work
2021 Semester One (1213) / Semester Two (1215) (45 POINTS)
Course Prescription
Course Overview
Course Requirements
Capabilities Developed in this Course
| Capability 1: | Disciplinary Knowledge and Practice |
| Capability 2: | Critical Thinking |
| Capability 3: | Solution Seeking |
| Capability 4: | Communication and Engagement |
| Capability 5: | Independence and Integrity |
| Capability 6: | Social and Environmental Responsibilities |
Learning Outcomes
- Inquire into, critique, experience separate and focussed teaching/learning experiences in each of the 5 named Learning Areas, where content has been chosen to exemplify the essence and the pedagogical knowledge of that learning area. Examine, interrogate, appraise and critique the content, theory and pedagogy that distinguishes each area of learning. (Capability 1.1, 1.2, 2.1, 2.2, 4.1, 5.1, 6.1 and 6.2)
- Develop and design collaboratively an integrated unit of work incorporating 3 Learning Areas, for implementation in practice, using acquired curriculum, content, pedagogical and assessment knowledge. Select worthwhile and culturally responsive content aligned to valued outcomes in the design and implementation of the learning experiences, using evidence to scaffold learning and improve teaching. Apply strategies which integrate ICT, and support and monitor progress across the curriculum. (Capability 1.2, 2.1, 3.1, 4.1, 4.2, 5.2, 6.1, 6.2 and 6.3)
- Create, refine and reflect on a repertoire of practice which demonstrates a developing adaptive expertise. From observations in classroom and faculty settings and through discussion and reflection, the PSTs will show a developing professional learning disposition with an understanding of the directions for learning and vision of the NZ Curriculum. (Capability 1.1, 2.2, 4.1, 4.2, 5.2 and 6.3)
Assessments
| Assessment Type | Percentage | Classification |
|---|---|---|
| Assignments | 30% | Group & Individual Coursework |
| Practical | 20% | Individual Coursework |
| Presentation | 10% | Peer Coursework |
| Portfolio | 25% | Individual Coursework |
| Reflection | 15% | Individual Coursework |
| 5 types | 100% |
| Assessment Type | Learning Outcome Addressed | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | ||||||||
| Assignments | ||||||||||
| Practical | ||||||||||
| Presentation | ||||||||||
| Portfolio | ||||||||||
| Reflection | ||||||||||
To pass this course to the satisfaction of the examiner students must submit all assessment tasks and get an overall course mark of at least 50%.
Workload Expectations
EDCURRIC 627 is a 45 point course delivered over semesters one and two.
On average, students are expected to spend 10 hours per week in each 15 point course that they are enrolled in. For this course you get a total of 108 instructional hours over the whole year.
A typical semester including the study/exam period totals approximately 15 weeks. This means that for this course you should expect to commit 36 hours to direct contact via on-campus lectures and workshops in semester one (15 points), and 72 hours in semester two (30 points) .
You can also reasonably expect to commit approximately 300 hours to independent learning across the two semesters. This may include reading, note-taking, face-to-face and/or online discussion, writing, engaging in collaborative group work, problem solving, undertaking practical tasks, reflecting on learning, accessing learning and study resources, engaging with students during practicum, and assessment preparation and completion.
Delivery Mode
Campus Experience
Attendance is required at scheduled activities including both lectures and practical engaged workshop sessions related to each of the ELA's to complete components of the course.
Lectures will be available as recordings. Other learning activities such as the practical engaged workshop sessions will not be available as recordings due to the embodied and collaborative nature of those sessions.
The course may include live online events such as group discussions .
The activities for the course are scheduled according to a specific timetable related to this course that is inclusive of practicum time and a non-timetabled culminating block week at the conclusion of the course in semester two.
Learning Resources
Student Feedback
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Other Information
In planning the assessments, we have tried to match the UoA Graduate Profile needs, as well as the TCANZ requirements.
For example, we have provided for choice - which meets the UoA profile that a graduate can "demonstrate agency and adaptability in deciding how to gather evidence of knowledge and competency". TCANZ requires that teachers "seeking professional learning as a self regulated learner, identifying gaps and seeking to improve practice" . Within this course we have done that by giving you responsibility for building your professional learning in these wider curriculum areas.
The Canvas website will announce developments for this course as the year proceeds.
Digital Resources
Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).
Please remember that the recording of any class on a personal device requires the permission of the instructor.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz
Special Circumstances
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
Learning Continuity
In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.
Disclaimer
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.