Educ4000 Curriculum Integration and Differentiation Semester 2 2018 Bentley Campus Int

Faculty of Humanities 
School of Education
Unit Outline
EDUC4000 Curriculum Integration and Differentiation

Semester 2, 2018
Unit study package code: EDUC4000 

Mode of study: Internal
Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise
information refer to the Learning Activities section.
Workshop: 1 x 2 Hours Weekly
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: Dr
Name: Sharon Davies
Phone: 08 9266 5850
Email: [email protected]
Location: Building: 501 - Room: Level 3
Teaching Staff:
Administrative contact: Name: Administrative Enquiries

Phone: 08 9266 2158
Email: [email protected]
Location: Building: 501 - Room: Level 3
Learning Management System: Blackboard (lms.curtin.edu.au)
EDUC4000 Curriculum Integration and Differentiation Page: 1 of 20


Bentley Campus CRICOS Provider Code 00301J
23 Jul 2018 The only authoritative version of this Unit Outline is to be found online in OASIS
School of Education, Faculty of Humanities
School of Education

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.
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
Welcome to EDUC4000 Curriculum Integration and Differentiation. 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
inform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills
and attributes which employers would value 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 notify you of 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 knowledge 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 you will have achieved all of Curtin's Graduate Attributes
through the assurance of learning processes in each unit.


School of Education

Graduate Attributes
On successful completion of this unit students can:
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
Curtin's Graduate Attributes
Apply discipline knowledge Thinking skills Information skills

(use analytical skills to solve problems) (confidence to investigate new ideas)
Learning how to learn

Communication skills Technology skills (apply principles learnt to new situations)
(confidence to tackle unfamiliar problems)
International perspective Cultural understanding Professional Skills

(work independently and as a team)
(value the perspectives of others) (value the perspectives of others)
(plan own work)
Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au
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)


School of Education

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.
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.



School of Education

Assessment
Assessment schedule
Unit
Late Assessment
Value Learning
Task Date Due Assessments Extensions
% Outcome(s)
Accepted?* Considered?*
Assessed
Essay 30% Week: Week 4 1 Yes Yes
Day: Monday 20
1
August 2018
Time: 23:59 WST
Report 10% Week: Week 7 2,3 Yes Yes
Day: Monday 10
2
September 2018
Time: 23:59 WST
Case Study 60% Week: Week 14 2,3,4 Yes Yes
Day: Monday 29
3
October 2018
Time: 23:59 WST
*Please refer to the Late Assessment and the Assessment Extension sections below for specific details and
conditions.
Detailed information on assessment tasks
1. Assessment 1. Essay (30%) Due Monday 20 August 2018 23:59 WST

This is in the form of an essay. Word count: 1500 plus or minus 10%. This includes all text (headings, in-text
citations, captions and direct quotes). It excludes the Reference List.
Note: For this assessment your marker will stop reading when the word count is reached and only award marks on the
material read.
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)
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)



School of Education

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.
Note: For this assessment your marker will stop reading when the word count is reached and only award marks on the
material read.

2. Assessment 2. Report (10%) Due Monday 10 September 2018 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 or Pre-primary
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


School of Education

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
¡ 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 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.


School of Education

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. Case Study (60%) Due Monday 29 October 2018 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 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 or Pre-primary
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, 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.



School of Education

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 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


School of Education

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)



School of Education

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 8-12 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 - Report - Overview


School of Education

Pass requirements
Please refer to Curtin University’s Assessment and Student Progression Manual for full details of all policies and
procedures associated with assessment at Curtin. Each of your tutors and Unit Co-ordinators is obliged to
observe this policy.
Assessment and Student Progression Manual
In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be
achieved. It is not essential to pass all assessments, although the overall Unit Learning Outcomes must be
achieved in order to pass a unit.
Successful submission means that:
l If the assessment task comprises discrete components, such as:

¡ three components of a portfolio, involving separate tasks addressing different aspects of the Unit
Learning Outcomes
¡ discrete sections such as test results and a report
¡ mandatory accompanying documentation such as a Parental Consent Form
then all components must be provided for the assessment to be deemed as submitted. Late penalties will
apply until the complete assessment is submitted.
l The electronic file must be readable. It is a student’s responsibility to ensure that assessments are complete
and have been successfully uploaded in a readable format. You are advised to check that your file can be
opened and that all sections are present and readable. Please seek assistance if you experience technical
problems.
Students are strongly advised to ensure work is backed up to a separate, retrievable location, as extensions are
unlikely to be granted for last-minute computer failure.

Resubmissions
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 by the due date, will be offered the opportunity to resubmit.
Please note that:
l the maximum mark a resubmission can be awarded is 50% of the possible mark (for example, 25/50)
l only one assessment resubmission per unit is possible.
l the resubmitted work must be received by the due date.
Due dates include the standard published due dates, the resubmission due date advised by Unit Co-ordinators,
and any dates negotiated through pre-approved assessment extensions.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning
outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation
of assessments are described in the Assessment and Student Progression Manual, available from
policies.curtin.edu.au/findapolicy/


School of Education

Late assessment
Where the submission of a late assessment is permitted, late penalties will be consistently applied in this unit.
Where a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment
Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1. For assessment items submitted within the first 24 hours after the due date/time, students will be penalised
by a deduction of 5% of the total marks allocated for the assessment task;
2. For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated
for the assessment item will be deducted; and
3. Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero.
Where late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the
Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1. All assessment items submitted after the due date/time will receive a mark of zero.


School of Education

Assessment extension
Where an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to
the Assessment Schedule table in this Unit Outline):
1. A student unable to complete an assessment item by/on the due date/time due to exceptional
circumstances beyond the student's control, must apply for an assessment extension using the Assessment
Extension Application Form (available from the Forms page at students.curtin.edu.au/administration/) as
prescribed by the Academic Registrar.
2. The student will be expected to lodge the form with supporting documentation to the school representative
nominated below.
3. Failure to submit this application in a timely manner, may impact upon the assessment process. For
applications that are declined this may have significant ramifications on the possible marks awarded.
4. An application may be accepted up to five working days after the due date/time of the assessment item
where the student is able to provide a verifiable explanation as to why he or she was not able to submit the
application prior to the assessment due date/time.
Where an application for an assessment extension is NOT permitted for an assessment item(s) within this unit
(refer to the Assessment Schedule table in this Unit Outline):
1. All assessment items submitted after the due date/time will be subject to late penalties or receive a mark of
zero depending on the unit permitting late assessment submissions.
Nominated School Representative: [email protected]

A link to the Assessment Extension Application Form can also be found in the “Help” folder of your unit’s
Blackboard site. You will need to go to the Student Support Section titled “Essential Forms, Policies and
Processes”.
All assessment extensions are governed by the guidelines contained in the Curtin University Student Assessment
and Progression policy. Assessment and Student Progression Manual

Fair and Accurate Assessment
The assessment in all units is subject to stringent assessment moderation processes, whereby academic staff work
collaboratively to calibrate expectations and review a cross-section of submitted work to remain calibrated and
confer on borderline grade or failing work. In no circumstances is only one academic staff member involved in
the assessment of student work across a unit.
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 and may or may not involve a re-marking of the whole work. Marks
cannot be reviewed downwards as a result of this informal process.
l Step 2 – Formal Appeal. If the informal review fails to satisfy the student that their work has been fairly and
accurately assessed, a formal appeal can be lodged on the relevant form and submitted to the Head of
School. Students will be expected to provide full details of:
¡ Their perceived basis for the appeal – for example, where in their work they believe they have
demonstrated a higher level of attainment
¡ The informal review process that has been engaged in and the outcome of any dialogue with tutors
and Unit Co-ordinators.
It is important to be aware that formal assessment appeals must be lodged within ten working days of the result


School of Education

for the assessment task or final grade for the unit being released. Please read the Assessment and Student
Progression Manual carefully for further information concerning appeals against assessment decisions.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check OASIS for
details.
Further assessment
Further assessments, if granted by the Board of Examiners, will be held between 12/12/2018 and 28/12/2018 .
Notification to students will be made after the Board of Examiners meeting via the Official Communications
Channel in OASIS.
It is the responsibility of the student to be available to complete the requirements of a further assessment. If your
results show that you have been granted a further 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.
Privacy
As part of a learning or assessment activity, or class participation, your image or voice may be recorded or
transmitted by equipment and systems operated by Curtin University. Transmission may be to other venues on
campus or to others both in Australia and overseas.
Your image or voice may also be recorded by students on personal equipment for individual or group study or
assessment purposes. Such recordings may not be reproduced or uploaded to a publically accessible web
environment. If you wish to make such recordings for study purposes as a courtesy you should always seek the
permission of those who are impacted by the recording.
Recording of classes or course materials may not be exchanged or distributed for commercial purposes, for
compensation, or for any other purpose other than personal study for the enrolled students in the unit. Breach of
this may subject a student to disciplinary action under Statute No 10 – Student Disciplinary Statute.
If you wish to discuss this please talk to your Unit Coordinator.
Copyright
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.


School of Education

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.
If you are having technical difficulties submitting your assessment (e.g. via Blackboard/Turnitin) please contact
[email protected] with your student ID, Unit Code and the details of the assessment you are trying to
submit.
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


School of Education

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 Uni English 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 of the above is available through the University's "Student Rights and Responsibilities" website
at: students.curtin.edu.au/rights.


School of Education

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
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/.
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.
Recent changes to this unit include:

Recent changes to this unit include:
Updated - topics, unit content and resources.



School of Education

Program calendar
Semester 1 2018
Week Begin
Date
Orientation 23 July Orientation Week
Topic 1: Contemporary Murdoch, K. (2015). The power of Post your weekly

1. 30 July learners need inquiry. Northcote, Vic: Seastar. (Chapter 1 & 6.)
response to the
contemporary teachers
questions on the
DB and comment
on your peer's
postings
Topic 2: Murdoch, K. (2015).

2. 6 August
Models of inquiry The power of inquiry. Northcote, Vic: Seastar.
learning (Chapter 2, 3 & 5.)

Topic 3: Developing Murdoch, K. (2015). The power of
3. 13 August inquiry questions inquiry. Northcote, Vic: Seastar. (Chapter 4.)
Bond, T. (n.d.). Questioning. Retrieved from here
Topic 4: Murdoch, K. (2015). The power of Assessment 1.

4. 20 August inquiry. Northcote, Vic: Seastar. Rationale (30%)
Planning for learning &
Due
assessment (Chapter 8.)
Monday

20 August
2018
23.59 WST
5. 27 August Tuition Free Week
Topic 5: Murdoch, K. (2015). The power of

6. 3 inquiry. Northcote, Vic: Seastar.
September Lesson planning
(Chapter 10.)
Topic 6: Mansouri, M., Jenkins, L., Leach, M., & Walsh, L. Assessment 2.
7. 10 (2009). Building bridges: Creating a culture of Overview (10%)
September Diverse learners
diversity. Vic: Melbourne University Publishing
Due
Ltd.
Monday
(Chapter1)
10 September
Retrieved from here
2018

23:59 WST
Topic 7: Wiggins, G., & McTighe, J. (2012). Understanding

8. 17


School of Education

by design framework.
September Differentiation 1
(Chapter 4.)
Retrieved from here
9. 24 Tuition Free Week

September
Topic 8: Subban, P. (2006). Differentiated instruction: A

10. 1 October
research basis. International Education Journal, 7
Differentiation 2
(7), p.935-947. This article is available from
Curtin University Library.
Topic 9:
11. 8 October
Excursions
&
incursions
Topic 10: Australian Curriculum, Assessment and

12. 15 October Reporting Authority. (ACARA). (2012).
Reporting
Assessment and reporting. Improving student
performance. Retrieved from here
Topic 11: Murdoch, K. (2015). The power of

13. 22 October inquiry. Northcote, Vic: Seastar. (Chapter 11.)
Collaborative
partnerships Department of Education, Employment and
Workplace Relations (DEEWR). (n.d.). Family-
school partnerships framework. A guide for
schools and families. Retrieved from here
Topic 12: Assessment 3.

14. 29 October Integrated
Reflection
Program (60%)
Due
Monday
29 October
2018
23:59 WST
15. 5 Study Week

November
16. 12 Examinations
November
17 19 Examinations
November



Educ4000 Curriculum Integration and Differentiation Semester 2 2018 Bentley Campus Int

Uploaded by

Copyright:

Available Formats

Educ4000 Curriculum Integration and Differentiation Semester 2 2018 Bentley Campus Int

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Educ4000 Curriculum Integration and Differentiation Semester 2 2018 Bentley Campus Int

Uploaded by

Copyright:

Available Formats

Faculty of Humanities 

EDUC4000 Curriculum Integration and Differentiation

Unit study package code: EDUC4000 

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Administrative contact: Name: Administrative Enquiries

EDUC4000 Curriculum Integration and Differentiation Page: 1 of 20

Unit Learning Outcomes

EDUC4000 Curriculum Integration and Differentiation Page: 2 of 20

Apply discipline knowledge Thinking skills Information skills

Learning how to learn

International perspective Cultural understanding Professional Skills

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

EDUC4000 Curriculum Integration and Differentiation Page: 3 of 20

EDUC4000 Curriculum Integration and Differentiation Page: 4 of 20

Detailed information on assessment tasks

1. Assessment 1. Essay (30%) Due Monday 20 August 2018 23:59 WST

EDUC4000 Curriculum Integration and Differentiation Page: 5 of 20

EDUC4000 Curriculum Integration and Differentiation Page: 6 of 20

l Ideas for 'rich' tasks

EDUC4000 Curriculum Integration and Differentiation Page: 7 of 20

l References are additional A4 pages. 12 Arial.

EDUC4000 Curriculum Integration and Differentiation Page: 8 of 20

Each experience/lesson plan must include –

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

EDUC4000 Curriculum Integration and Differentiation Page: 9 of 20

EDUC4000 Curriculum Integration and Differentiation Page: 10 of 20

EDUC4000 Curriculum Integration and Differentiation Page: 11 of 20

l If the assessment task comprises discrete components, such as:

Fair assessment through moderation

EDUC4000 Curriculum Integration and Differentiation Page: 12 of 20

EDUC4000 Curriculum Integration and Differentiation Page: 13 of 20

Nominated School Representative: [email protected]

EDUC4000 Curriculum Integration and Differentiation Page: 14 of 20

Reasonable adjustments for students with disabilities/health circumstances likely to impact on

EDUC4000 Curriculum Integration and Differentiation Page: 15 of 20

Academic Integrity (including plagiarism and cheating)

Information and Communications Technology (ICT) Expectations

l Using Blackboard, the I Drive and Back-Up files

EDUC4000 Curriculum Integration and Differentiation Page: 16 of 20

Student Rights and Responsibilities

l the Student Charter

EDUC4000 Curriculum Integration and Differentiation Page: 17 of 20

Recent unit changes

Recent changes to this unit include:

EDUC4000 Curriculum Integration and Differentiation Page: 18 of 20

Orientation 23 July Orientation Week

Topic 1: Contemporary Murdoch, K. (2015). The power of Post your weekly

Topic 2: Murdoch, K. (2015).

Topic 4: Murdoch, K. (2015). The power of Assessment 1.

5. 27 August Tuition Free Week

Topic 5: Murdoch, K. (2015). The power of

Topic 7: Wiggins, G., & McTighe, J. (2012). Understanding

EDUC4000 Curriculum Integration and Differentiation Page: 19 of 20

9. 24 Tuition Free Week

Topic 8: Subban, P. (2006). Differentiated instruction: A

Topic 10: Australian Curriculum, Assessment and

Topic 11: Murdoch, K. (2015). The power of