EDUC 4217 - Curriculum, Assessment & Policy

North Terrace Campus - Semester 1 - 2022

Curriculum Construction introduces all aspects of curriculum development, interpretation and implementation. Students will develop an understanding of both the theoretical and practical components of curriculum construction

  • General Course Information
    Course Details
    Course Code EDUC 4217
    Course Curriculum, Assessment & Policy
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Assessment Critical reflective responses using the ?4Rs? process to four (4) prescribed readings, Analytical assignment, Short answer responses to weekly questions and reflections
    Course Staff

    Course Coordinator: Dr Steven Stolz

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Integrate relevant research and theory in order to know students and how they learn.
    2. Demonstrate deep discipline knowledge and understanding of planning for and implementing effective teaching and learning.
    3. Demonstrate deep knowledge and understanding of assessment, feedback and reporting.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2, 3

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.


    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.


    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.


    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.


    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 2, 3

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    1, 2, 3
  • Learning Resources
    Required Resources
    Brady, L., & Kennedy, K. (2019). Curriculum Construction (6th edn.). Melbourne, Victoria: Pearson.
    Brady, L., & Kennedy, K. (2019). Assessment and Reporting: Celebrating Student Achievement (5th edn.). Melbourne, Victoria: Pearson.
    Flinders, D., & Thornton, D. (2017). The Curriculum Studies Reader (5th edn.). London: Routledge.
    Kelly, A. (2009). The Curriculum: Theory and Practice (6th edn.). London: SAGE.
    Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, Principles, and Issues (7th edn.). Essex, UK: Pearson.
    Smith, D., & Lovat, T. (1995). Curriculum: Action on Reflection Revisited (3rd edn.). Wentworth Falls, NSW: Social Science Press.
    Webster, S., & Ryan, A. (2018). Understanding Curriculum: The Australian Context (2nd edn.). Melbourne, VIC: Cambridge University Press.
    Recommended Resources
    Please refer to MyUni. 
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    No information currently available.

    Learning Activities Summary
    Lecture Topic/Theme Tutorial/Workshop Activities Readings/Resources
    • The Socio-Cultural Context of Curriculum Construction: The Australian Curriculum
    • Diversity and the Curriculum: Equity for All Students
    • Week #1 tutorial/workshop activities
    • Case studies from Ch1, 2 & 3 (Brady & Kennedy)
    • Ch 1 from Brady & Kennedy (2019a, pp. 2-12) titled, “The School Curriculum and its Stakeholders”.
    • Ch 2 from Brady & Kennedy (2019a, pp. 13-31) titled, “The Australian Curriculum”.
    • Ch 3 from Brady & Kennedy (2019a, pp. 32-45) titled, “Diversity and the Curriculum”.
    • Prescribed Reading A: Moon, B. (2010). The Historical and Social Context of Curriculum. In J. Arthur & I. Davies (Eds.), The Routledge Education Studies Textbook (pp. 154–165). London & New York: Routledge.
    • Curriculum Priorities and their Socio-Cultural Contexts
    • Traditional-Liberal and Progressive Approaches to the Curriculum
    • Week #2 tutorial/workshop activities
    • Case studies from Ch 4 & 5 (Brady & Kennedy)
    • Ch 4 from Brady & Kennedy. (2019a, pp. 48-63) titled, “Twenty-First-Century Students and the Contexts that Influence Them”.
    • Ch 2 from Ornstein & Hunkins (2018, pp. 46-74) titled, “Philosophical Foundations of Curriculum”.
    • Ch 2 from Webster & Ryan (2018, pp. 24 40) titled, “Introducing Conservative Ideological Approaches to the Curriculum”.
    • Ch 5 from Webster & Ryan (2018, pp. 75 90) titled, “Progressive Approaches to the Curriculum”.
    • Prescribed Reading B: Tyler, R. (2017). Basic Principles of Curriculum and Instruction. In D. Flinders & D. Thornton (Eds.), The Curriculum Studies Reader (5th edn.) (pp. 73–82). London: Routledge.
    • Curriculum Planning: Theory and Practice
    • The Principles of Curriculum: Purpose, Form & Content
    • Curriculum Translation in Classrooms
    • Week #3 tutorial/workshop activities
    • Case studies from Ch 10 (Brady & Kennedy)
    • Ch 9 from Brady & Kennedy (2019a, pp. 124-142) titled, “Curriculum Planning Models”.
    • Ch 10 from Brady & Kennedy (2019a, pp. 143-158) titled, “Curriculum Translation in Classrooms”.
    • Ch 1 from Ornstein & Hunkins (2018, pp. 19-45) titled, “The Field of Curriculum”.
    • Ch 6 from Ornstein & Hunkins (2018, pp. 176-207) titled, “Curriculum Design”.
    • Ch 7 from Ornstein & Hunkins (2018, pp. 208-254) titled, “Curriculum Development”.
    • Ch 8 from Ornstein & Hunkins (2018, pp. 256-2285) titled, “Curriculum Implementation”.
    • Prescribed Reading C: Heywood, T. (2015). Assessment. In D. Matheson (Ed.), An Introduction to the Study of Education (4th edn.) (pp. 118–133). London & New York: Routledge.
    • Contexts for Assessment and Reporting
    • Assessment and Learning
    • Assessment Concepts and Values
    • Week #4 tutorial/workshop activities
    • Case studies from Ch 16 (Brady & Kennedy)
    • Ch 1 from Brady & Kennedy (2019b, pp. 1-14) titled, “Contexts for Assessment and Reporting”.
    • Ch 2 from Brady & Kennedy (2019b, pp. 15-29) titled, “Assessment and Learning”.
    • Ch 3 from Brady & Kennedy (2019b, pp. 30-41) titled, Assessment Concepts and Values”.
    • Strategies for Assessing Students Achievement
    • Strategies for Self-and-Peer Assessment
    • Keeping Track of Student Learning: Making Judgements and Recording Results
    • Week #5 tutorial/workshop activities
    • Case studies
    • Ch 4 from Brady & Kennedy (2019b, pp. 42-70) titled, “Strategies for Assessing Student Achievement”.
    • Ch 5 from Brady & Kennedy (2019b, pp. 42-70) titled, “Strategies for Self-and-Peer Assessment”.
    • Ch 6 from Brady & Kennedy (2019b, pp. 85-96) titled, “Keeping Track of Student Learning”.
    • Principles and Strategies for Reporting Student Achievement in the Classroom
    • The Australian Curriculum and NAPLAN
    • Week #6 tutorial/workshop activities
    • Case studies
    • Ch 7 from Brady & Kennedy (2019b, pp. 97-119) titled, “Principles and Strategies for Reporting Student Achievement in the Classroom”.
    • Ch 8 from Brady & Kennedy (2019b, pp. 120-132) titled, “The Australian Curriculum and NAPLAN”.
    • Benchmarking and Monitoring Australian Students’ Academic Achievements: The National Assessment Plan
    • Case Studies: Cases of Assessment and Reporting Practice
    • Week #7 tutorial/workshop activities
    • Case studies from Ch 10 (Brady & Kennedy)
    • Ch 9 from Brady & Kennedy (2019b, pp. 133-145) titled, “Benchmarking and Monitoring Australian Students’ Academic Achievements”.
    • Ch 10 from Brady & Kennedy (2019b, pp. 146--157) titled, “Cases of Assessment and Reporting Practice”.
    Specific Course Requirements
    None applicable. 
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment task #1 (AT#1):

    Critical reflective responses using the “4Rs” process to three (3) prescribed readings
    Summative 1 & 2
    Assessment task #2 (AT#2):

    Analytical Assignment: Screen Recording Response
    Summative 1, 2 & 3
    Assessment task #3 (AT#3):

    Video Interview Response & Written Reflection
    Summative 1, 2, & 3
    Assessment Detail
    Please see MyUni
    Please see MyUni
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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