This unit examines the diverse roles, responsibilities and issues associated with leading curriculum development, including: working with members of the school community to develop educational goals, standards and evaluations and plan curriculum in order to extend and enhance students’ academic progress; managing teaching and learning activities, staff and resources; working with teachers to monitor student progress and respond to learning needs; coordinating with individual staff and teaching teams to redefine and improve subject content and develop programs of study; managing the professional development of teachers; keeping abreast of research, innovation and change in curriculum and instruction and serving as an agent of change by leading and encouraging innovation in curriculum development and implementation, as well as responding to and negotiating resistance to change.
The unit will examine how relevant policies at the local, state and national level impact upon assessment, curriculum development and instructional design. A Christian perspective on leading curriculum development will be analysed and applied.
The unit also examines how contemporary teaching and learning theories and research, such as the work of John Hattie, drive and shape developments in assessment, curriculum and instructional programs for the purpose of enhancing academic outcomes for all students.
This unit is delivered as a split intensive. The class will meet for two intensives, one per school term with the ability to communicate to your peers and lecturer electronically in-between. All learning will happen through your readings and in a face-to-face setting.
History of Curriculum
Various conceptions, definitions and metaphors of curriculum
Various models of Curriculum
Vertical and Horizontal integrations
Working with Mandated curriculum
Capturing the intentional and actual curriculum
Models for evaluating Curriculum
Leading Curriculum change