Specialisation Innovations in Curriculum and Pedagogy

Unit code: ETS5006 | Study level: Postgraduate
Credit points
12
(Generally, 1 credit = 10 hours of classes and independent study.)
Location
City Campus
Online Real Time
VU Online
Prerequisites
ETS5003 - Specialisation Curriculum and Pedagogy A; and
ETS5004 - Specialisation Curriculum and Pedagogy B
Successful completion of the Literacy and Numeracy Test (LANTITE)
(Or equivalent to be determined by unit coordinator)
Overview
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Overview

In this unit Pre-Service Teachers (PSTs) are bringing together and applying their understandings of previous Specialisation Units to consider innovations in curriculum and pedagogy in education from the context of their two Specialisations. They will consider policy, theory and practice and how these relate to the innovations of education including the challenges of innovating in secondary schools. Students will consider the ways teachers advocate for change and the features of innovation design. The unit centres around three core questions:



1. What drives innovation in secondary schools?
2. What is teacher innovation and change and how that affects student outcomes?
3. How do I innovate and make change in the future?


Understandings around these questions will be developed through in-class experiential activities, DET policy and standards, study guides, FISO cycle and Excellence in Teaching and Learning documents, different theoretical practices and approaches, and workshops lead by experienced teacher practitioners.

Learning Outcomes

On successful completion of this unit, students will be able to:

  1. Investigate the major challenges in education in their specialisation area, articulating the connections between robust curriculum development and innovative theory and practice.
  2. Explore and analyse the ways key policies and school-based documents relating to Victorian Curriculum 7-VCE/VCAL promote or constrain innovative practice in Secondary school education.
  3. Collaborate with peers and teaching experts to design and develop an innovative educational concept incorporating appropriate ICT, communication and other skills that are required to engage in this process.
  4. Experiment and revise their educational innovation through reflexive conversations with teachers and school community.
  5. Deliberate with their peers and teaching experts on the need, value, and contribution of their innovative educational concept.

Assessment

For Melbourne campuses

Assessment type: Case Study
|
Grade: 30%
Analysis of an educational challenge and innovation in a specialisation area
Assessment type: Report
|
Grade: 40%
Innovative Educational Concept and Pre-proposal
Assessment type: Presentation
|
Grade: 30%
Gamified activity as Innovation in Practice (Group)

Minimum effective word limit of 5000 words in total.

Required reading

Links to recommended texts for this unit will be provided to students via the Learning Management System (VU Collaborate)

Learning for Teaching: Teaching for Learning
Whitton, D et al., (2016)| Sydney, Cengage Learning Australia
Edupreneur: Unleashing teacher-led innovation in schools.
Tait, A., & Faulkner, D. (2016).| Melbourne; Wiley

As part of a course

This unit is studied as part of the following course(s):

Master of Applied Teaching (Secondary Education)
EMAT | Masters (coursework) degree | Duration: 1.5 years
Master of Teaching (Secondary Education)
EMES | Masters (coursework) degree | Duration: 2 years

Refer to the course page for information on how to apply for the course. VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.

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