EDUC4000 Curriculum Integration and Differentiation

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Unit study package code: EDUC4000

Mode of study: Internal

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: EDPR3005 (v.0) Professional Studies and Evaluating Learning or any previous version OR EDEC3003 (v.0) Professional Studies with Early Learning Quality Frameworks in the First Five Years of Life or any previous version

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: DrName: Sharon DaviesPhone: 08 9266 5850Email: [email protected]: Building: 501 - Room: Level 3

Teaching Staff:

Administrative contact: Name: Kat MinutilloPhone: 08 9266 2158Email: [email protected]: Building: 501 - Room: Level 3

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

Unit Outline

EDUC4000 Curriculum Integration and Differentiation Semester 1, 2017

Faculty of HumanitiesSchool of Education

EDUC4000 Curriculum Integration and DifferentiationBentley Campus 20 Feb 2017 School of Education, Faculty of Humanities

Page: 1 of 17CRICOS Provider Code 00301J

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

http://karda.curtin.edu.au/

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

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

Syllabus This unit provides opportunities to consolidate professional knowledge and skills related to curriculum, teaching and assessment. Curriculum integration emphasises multi-subject approaches to teaching children in school, particularly literacy and numeracy. Curriculum differentiation emphasises adjusting teaching and learning methods to accommodate each child's individual needs and preferences in order to maximum learning. Curriculum integration and differentiation are often achieved in the context of inquiry-based instructional approaches.

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.

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

1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities

2 Generate learning goals that provide achievable challenges for students with varying

abilities and characteristics

3 Plan the organization of curriculum content into an effective learning and teaching

sequence 4 Design a comprehensive instructional program that integrates the teaching and learning

of literacy and numeracy with other curriculum areas

Faculty of Humanities School of Education




Curtin's Graduate Attributes

Learning Activities **Students are required to complete weekly readings, class activities and provide regular feedback to peers **

On completion of this unit students will be able to:

l 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.

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

l Understand the complexities of asking a 'good' inquiry question. l 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, that is practical and useful for your future teaching role.

l Demonstrate the ability to work autonomously as well as collaboratively to develop an effective teaching philosophy and integrated teaching program.

l 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. (2015). The power of inquiry. Northcote, Vic: Seastar.

(ISBN/ISSN: 978-0-9758412-1-1)

Other resources

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2015). Programming and planning in early childhood

settings (6th ed.). Victoria: Thomson Learning Australia.

Brady, L., & Kennedy, K. (2014). Curriculum construction (5th ed.). French'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.

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://ctl.curtin.edu.au/

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. Murdoch, K., & Hornsby, D. (2012). Planning curriculum connections: Whole school planning for the integrated curriculum. Armadale: Eleanor Curtain Publishing 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.

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 18 March 2017 23.59 WST

This is in the form of an essay (1500 words) (10% leeway +/-). The word limit does not include direct quotations or end text references. It does include in text references as these provide vital information to the reader.

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 present a synthesise of ideas covering these points:

l The rationale behind integrating your program l 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)

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Essay 30 percent Week: Week 3 Day: Saturday18 March 2017 Time: 23:59 WST

1

2

Report 10 percent Week: Week 6 Day: Saturday 8 April 2017 Time: 23:59 WST

2,3

3

Case Study 60 percent Week: Week 14 Day: Saturday 3 June 2017 Time: 23:59 WST

2,3,4





l 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:

l Your philosophy of teaching

l Early Childhood Education (ECE) students should make reference to curriculum documents i.e. School Curriculum and Standards Authority (SCSA) guiding principles, ACARA (e.g. cross-curriculum priorities, general capabilities, student diversity) and the National Quality Framework (e.g. Early Years Learning Framework, National Quality Standard)

l Primary Education students should make reference to curriculum documents i.e. SCSA guiding principles, 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:

l Write in 3rd person l Use font 12 Arial or Times New Roman l 1.5 spacing

APA (v.6) Reference List: Make sure you use the APA (v.6) referencing format to indicate all sources of your ideas throughout the case study report. Consistent in-text references are needed to demonstrate clear links to theory.

Submitting your Assignment:

Header to contain: student name, student number, unit name (EDUC4000) Assessment 1

Abstract and table of contents not required

Save file with YOUR name (last name then first) ie BROWN_Mary_12345678_EDUC4000_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 8 April 2017 23:59 WST

Assessment 2 includes -

1. Overview 2. One completed experience/lesson plan

1. The Overview is essentially a mind map around a central focus for your program showing the relationships between the scope of your ideas for curriculum integration.





l ECE students - develop a program Overview for either; Kindergarten, Pre-primary, Year 1 or 2 l Primary students - develop a program Overview for either; Years 3, 4, 5 or 6

The Overview (1 x A3) should contain:

l A clear outline on the intention of the inquiry program l A title framing the inquiry or question driving your inquiry l The inquiry model you will use l The year level l Ideas for incursions and excursions l Ideas for 'rich' tasks

2. Experience/lesson Plan. This is the initial first experience/lesson plan of your planned program that introduces the inquiry. This is presented as A4 (approximately 400-600 words).

Your initial first experience/lesson plan must include –

¡ Title of the experience/lesson ¡ Purpose of the experience/lesson ¡ Two curriculum outcomes for the experience/lesson. One outcome must be Mathematics (numeracy)

OR English (literacy) – l If you are developing a program for Kindergarten - make links to the Western Australian,

Kindergarten Curriculum Guidelines (numeracy or literacy related - learning development area, focus, evident statement). You must include the full description for e.g. learning development area, focus, evident statement

l If you are developing a program for Pre-primary, year 1, 2, 3, 4, 5 or 6 – one outcome must be Mathematics OR English (Year level, learning area, content descriptions). Link to the Western Australian curriculum. 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 integrated program e.g. (ACMNA027) Mathematics - Recognise, model, represent and order numbers to at least 1000

¡ Objectives (clearly linked to assessment) ¡ Hook ¡ Introduction ¡ Experience/lesson sequence ¡ Conclusion ¡ Resources ¡ Key language ¡ Target questions ¡ Strategies for assessing and evidence collected ¡ Assessment - indicators for achievement linked to objectives clearly stating what is being assessed ¡ Time Schedule – indicate the amount of time allocated for each section of the lesson

The complete assignment (submitted as one document) includes:

1. Overview which should contain; mind map of experiences related to a central inquiry idea and a clear intention of the inquiry program you will develop (1 x A3)

2. Your initial first inquiry experience/lesson plan (A4 approximately 400-600 words)

3. References (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 in your Overview to present the above.


l Overview - 1 x A3 page maximum. Use no smaller than font 8 Arial l Initial experience/lesson plan - approximately 400-600 words A4. 12 Arial. l References are additional A4 pages. 12 Arial. l APA (v.6) Reference List: Make sure you use the APA (v.6) referencing format to indicate all sources


Header to contain: student name, student number, unit name (EDUC4000) 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 3 June 2017 23:59 WST

Assessment 3 includes -

1. Integrated Program 2. Assessment Matrix

1. Integrated Program

Using the information in your mind map, developed for Assessment 2, to create an integrated program that uses an inquiry or problem-based approach.

All experiences/lessons must be age appropriate and relevant to year level and your program.

l ECE students to develop a program for either; Kindergarten, Pre-primary, Year 1 or 2 l Primary students to develop a program for either; Year 3, 4, 5 or 6

Your integrated program (2 x A3) will include nine (9) different sections (A-I):

A. Your integrated program (A3) will include general information: ¡ A title framing the inquiry or question driving your inquiry ¡ State the inquiry model ¡ The year level ¡ Your name and student number

B. Six (6) in depth, detailed lesson plans (including your initial first experience/lesson plan from





Assessment 2) describing the integrated experiences.

Re-submit/include your initial first experience/lesson plan of your program (from Assessment 2) (include title, purpose, outcomes, objectives, hook, introduction, experience/lesson sequence, key language, target questions, conclusion, resources, strategies for assessing and evidence collected, assessment, time schedule) and add how you will differentiate this experience/lesson.

Each experience/lesson plan must include –

¡ Title of the experience/lesson ¡ Purpose of the experience/lesson ¡ Two curriculum outcomes for each of the six (6) in depth experiences/lessons. One outcome must be

Mathematics (numeracy) OR English (literacy) – l If you develop a program for Kindergarten - make links to the Western Australian Kindergarten

Curriculum Guidelines (numeracy or literacy related - learning development area, focus, evident statement). You must include the full description for e.g. learning development area, focus, evident statement

l If you develop a program for Pre-primary, year 1, 2, 3, 4, 5, or 6 – one outcome must be Mathematics OR English (Year level, learning area, content descriptions). Make links to the Western Australian Curriculum - you must include the code plus the full content description for each curriculum outcome in each of the in depth lessons in your integrated program e.g. (ACMNA027) Mathematics - Recognise, model, represent and order numbers to at least 1000

¡ Objectives (clearly linked to assessment) ¡ Hook ¡ Introduction ¡ Experience/lesson sequence ¡ Conclusion ¡ Resources ¡ Key language ¡ Target questions ¡ Strategies for assessing and evidence collected ¡ Assessment - indicators for achievement clearly linked to objectives clearly stating what is being

assessed ¡ Time Schedule – indicate the amount of time allocated for each section of the lesson ¡ Demonstrate how you will differentiate each of your six (6) in depth integrated lessons. Identify how you

are differentiating i.e. content, process, product or learning environment and state if you are increasing or decreasing the difficulty. Give 2 examples for each experience/lesson.

C. In addition to the above briefly outline a further six (6) experiences/lessons (3 lessons with one (1) mathematics/numeracy outcome and 3 experiences/lessons with one (1) English/literacy outcome).

l If you develop a Kindergarten program - make links to the Western Australian, Kindergarten Curriculum Guidelines (numeracy or literacy related - learning development area, focus, evident statement). You must include the full description for e.g. learning development area, focus, evident statement

l If you develop a program for Pre-primary, year 1, 2, 3, 4, 5 or 6 - make links to the Western Australian Curriculum - you must include the code plus the full content description for each curriculum outcome in each of your in depth lessons in your integrated program e.g. (ACMNA027) Mathematics - Recognise, model, represent and order numbers to at least 1000

¡ Briefly outline the experience/ lesson (approximately 4-6 sentences) ¡ Resources





D. Program rationale – a short overview of the learning intentions of your program. What do you want children to understand? Be able to do? Why? (approx. 150 words)

E. Immersion or engagement ideas – e.g. storybooks, poems, art based experiences, indoor/outdoor games, videos, incursion ideas, excursion ideas, ideas for rich tasks, parent and community involvement

F. Ideas for transitions

G. Additional teacher planning resources ideas – e.g. websites, texts

H. Outdoor and indoor play ideas for provocation and investigations

I. Links to key documents -

¡ ECE students should make reference to Early Years Learning Framework (3 outcomes and evident statements), National Quality Standard - elements (3 elements)

¡ Primary Education students should make reference to the 'Framework for School Age Care - My time, Our place' (FSAC) (3 outcomes and evident statements)

2. Assessment Matrix

Assessment Matrix (A4) –provide a table showing how the outcomes and objectives for the six (6) in depth experiences/lessons (outlined in B above), link to assessment indicators for achievement.

The Assessment Matrix will include outcomes, objectives and assessment indicators for -

¡ the year level you have selected for your program

plus

¡ one other year level (the year above or the year below)

e.g. if you develop a program for Kindergarten, your Matrix will include outcomes, objectives and assessment indicators for both Kindergarten and Pre-primary. If you develop a program for year 4, you could have outcomes, objectives and assessment indicators for, year 3 and year 4, or year 4 and year 5.

The Assessment Matrix will identify -

¡ The title of the experience/lesson ¡ Learning area e.g. mathematics, science ¡ If you are referring to the Western Australian Kindergarten Curriculum Guidelines identify; learning

development area, focus, evident statement/Outcome, Objective, Assessment Indicator ¡ If you are referring to the Western Australian Curriculum identify; Content strand, Achievement

standard/Outcome, Objective, Assessment Indicator

Word length is not specified but the complete assignment (submitted as one document) includes:

1. Integrated Program (2 x A3) i.e. include A-I as listed above





2. Assessment Matrix (A4 as required)

3. References (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.


l Integrated program - A3 font 8 Arial. A template will be provided if you wish to use one or you can develop your own

l Assessment Matrix - A4 font 12 Arial. A template will be provided if you wish to use one or you can develop your own

l References (if required) - A4 font 12 Arial l APA (v.6) Reference List: Make sure you use the APA (v.6) referencing format to indicate all sources


l Header to contain: student name, student number, unit name (EDUC4000) Assessment 3 l Save file with YOUR name (last name then first) ie BROWN_Mary_12345678_EDUC4000_Assessment_3 l DO NOT insert the assessment rubric l This assessment must be submitted through Turnitin. Please do not attach a cover page or rubric as

this impacts on your similarity percentage

l Do not resubmit/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





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

(e.g. 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 (e.g. examinations, tests) or due date/time (e.g. 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 Student injury, illness or medical condition of such significance that completion of the assessment task was not possible;

l Family issues (eg family injury or illness, bereavement etc) of such significance that completion of the assessment task was not possible;

l Commitments to participate in elite sport or other activities that warrant favourable consideration; l Commitments to assist with emergency service activities (eg bushfire protection); l Unavoidable and unexpected work commitments (eg relocation, changes to fly-infly-out schedules).

These guidelines can be found in Curtin University’s Assessment and Student Progression manual.

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).

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 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 it is considered as a late submission.





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

Students should check their Curtin student email daily during the assessment marking period.

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.

Deferred assessments

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 12/07/2017 and 25/07/2017 . 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 study period.

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.

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

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. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods.

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





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 Student Support Learning Centre

l 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

Uni English

l 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

Counselling

l 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 Values and Signature Behaviours 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/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/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: Recent changes to this unit include: Modifications to Assessment 1. Extensive revision of Assessment 2 and Assessment 3.

Updated - topics, unit content and resources.

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 Semester 1 2017

Week Begin Date

Lecture/Seminar Pre-readings Assessment Due

Orientation 20 February

Orientation Week

1. 27 February

Topic 1: Contemporary learners need

contemporary teachers

Murdoch, K. (2015). The power of inquiry. Northcote, Vic: Seastar.

(Chapter 1 & 6.)

Post your weekly response to the

questions on the DB and comment

on your peer's postings

2. 6 March Topic 2: Models of inquiry learning


(Chapter 2, 3 & 5.)

3. 13 March

Topic 3: Developing inquiry questions


(Chapter 4.)

Bond, T. (n.d.). Questioning. Retrieved from here

Assessment 1 Rationale (30%) Due

Saturday 18 March 2017

23:59 WST

4. 20 March

Topic 4: Planning for learning & assessment


(Chapter 8.)

5. 27 March

Topic 5: Lesson planning Murdoch, K. (2015). The power of inquiry. Northcote, Vic: Seastar.

(Chapter 10.)

6. 3 April Topic 6: Diverse learners Mansouri, M., Jenkins, L., Leach, M., & Walsh, L. (2009). Building bridges: Creating a culture of diversity. Retrieved from here

(Chapter1)

Assessment 2. Overview (10%)

Due Saturday 8 April 2017 23:59 WST

7. 10 April Tuition Free Week

8. 17 April Tuition Free Week

9. 24 April Topic 7: Differentiation 1 Wiggins, G., & McTighe, J. (2012). Understanding by design framework. Retrieved from here

(Chapter 4.)

10. 1 May Topic 8: 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.





http://ictnz.com/handouts/Questioning%20handout%20v3.pdf

https://volunteer.ca/content/building-bridges-guide-making-volunteer-programs-accessible-persons-diverse-cultures-various

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

11. 8 May Topic 9: Excursions & incursions

12. 15 May Topic 10:

Reporting

Australian Curriculum, Assessment and Reporting Authority. (ACARA). (2016). Assessment and reporting. Improving student performance. Retrieved from here

13. 22 May Topic 11: Collaborative partnerships

Murdoch, K. (2015). The power of inquiry. Northcote, Vic: Seastar. (Chapter 11.)

Department of Education, Employment and Workplace Relations (DEEWR). (n.d.). Family-school partnerships framework. A guide for schools and families. Retrieved from here

14. 29 May Topic 12: Reflection Assessment 3 Integrated Program

(60%) Due Saturday 3 June 2017 23:59 WST

15. 5 June Study Week

16. 12 June Examinations

17. 19 June Examinations





http://www.acara.edu.au/verve/_resources/Assessment__Reporting_-_Improving_Student_Performance.pdf

http://www.familyschool.org.au/files/3013/8451/8364/Family-school_partnerships_framework.pdf

Documents

EDUC4000 Curriculum Integration and Differentiation