ED350

CURRICULUM & PEDAGOGY 2

LECTURE WEEK 11
CURRICULUM AND PEDAGOGY CRITIQUE

ELISAPESI MANSON PHD (COURSE COORDINATOR)

RECAP & OVERVIEW

• MODULE 1 – INTRODUCTION TO SECONDARY TEACHING

• Constructivism; Reflective Practice; Communications
• MODULE 2 – TEACHER LITERACIES
• Secondary Teacher Literacies; Innovative Strategies for Pacific Secondary
Classrooms; Classroom Management Skills/Inclusive Secondary Classroom
• MODULE 3 – PREPARING TO TEACH
• Designing effective lessons; Developing lesson plans in secondary levels;
Effective teaching and learning resources; Teaching and learning resources
for secondary levels
• MODULE 3 – PREPARING TO TEACH
• Rights, Rules and Regulations|From OHS to Professional Standards; Roles
of a Pacific Teacher|Understanding School and Community Expectations;
Teachers as Lifelong Learners/Action Researchers
CURRICULUM & PEDAGOGY CRITIQUE

• A growing body of research has investigated the ways in which teachers use
curriculum materials to design and enact instruction (Bullough, 1992;
Collopy, 2003, Drake & Sherin, 2009; Enyedy & Goldberg, 2004; Grossman &
Thompson, 2008; Pintó, 2004; Remillard, 1999; Squire, MaKinster, Barnett,
Luehmann, & Barab, 2003).
• This research has shown that effective teachers hold an analytical stance
toward curriculum materials, critiquing and adapting them to achieve
productive instructional ends.
• Critiquing materials here refers to evaluating a set of written materials by
identifying its strengths and weaknesses and adapting materials refers to
making changes to lesson plans to promote opportunities for student learning
(Beyer & Davis, 2009; Drake & Sherin, 2009).
• We use the term “analysis” to refer simultaneously to both practices.
CURRICULUM & PEDAGOGY CRITIQUE

• Even though critiquing and adapting curriculum materials are essential

aspects of teaching practice, novice teachers encounter difficulties with these
tasks (Davis, 2006; Grossman & Thompson, 2008; Nicol & Crespo, 2006;
Schwarz et al., 2008).
• Teachers who do not know how to analyze curriculum materials in productive
ways may fail to recognize the strengths and weaknesses in materials. In turn,
they may make counterproductive changes or fail to make much needed
modifications.
• Therefore, new teachers need support in learning how to critique and adapt
curriculum materials.
ASSESSMENT TASK 2- CURRICULUM
AND PEDAGOGY CRITIQUE
• Assessment Title: Overview and critique of senior subject curriculum, pedagogy
and assessment knowledge and skills
• Assessment Due Date: Monday, Week 12
• Submission Method: ONLINE
• Submission Description: This task is to be uploaded to Google Share/YouTube as a single
media file saved in the following format:
SUBJECT_LEVEL_STUDENT ID_CRITIQUE and copy and paste link
to Moodle.
• Due Date to Students: Week 14
• Weighting: 30%
• Word Limit: 10–15 minutes (2,500 words)
• Referencing Style: American Psychological Association 7th Edition (APA 7th edition)
TASK DESCRIPTION

• Teachers require expert knowledge of the nature of the discipline subject

and the pedagogical content knowledge to teach it.
• The nature of a discipline refers to the content of a subject area and the
way knowledge is created, verified and communicated.
• Pedagogical Content Knowledge (PCK) is knowledge about how to teach
specific subject content to students, what might be referred to as the
teachers’ toolkit of teaching ideas.
TASK SPECIFIC DETAILS

• To complete the task, you need to respond to the scenario below for your
Year 11 & 12 (Form 6 & 7) subject teaching area using the 2022 General or
Applied syllabus documents (or current relevant curriculum document for
your country).
SCENARIO

• You are a teacher at a secondary school.

• You are presenting an overview and critique of your Year 11 (Form 6) and
Year 12 (Form 7) subject syllabus at an international conference.
• The audience comprises secondary school teachers, curriculum writers,
education bodies, and experts in your subject area.
• You need to develop an informative presentation on your senior subject
for the conference.
• The presentation should aim to be 10 minutes, with a maximum time of 15
minutes.
THE PRESENTATION MUST INCLUDE

a) An overview of the curriculum document framing the senior subject (200 words).
b) Discuss the nature of the discipline the senior subject belongs to (200 words).
c) Critique the subject organisation and curriculum requirements (300 words).
d) Discuss specific examples of engaging/exciting learning activities students will engage
in (PCK) (300 words).
e) Discuss specific subject examples of how literacy, numeracy and ICT will be included in
lessons (300 words).
f) Critique the use of the teaching and learning resources in the senior subject (300
words).
g) Critique assessment requirements for the senior subject (300 words).
h) Critique teaching strategies, pedagogies, thinking approaches, processes and learning
experiences for a subject area in senior secondary schooling (600 words).
STUDENT WILL NEED TO:

a) Research your senior subject area using the relevant website/unit/department

for your country (e.g. Solomon Islands iResource http://www.iresource.gov.sb/),
professional associations for your subject area (e.g. Royal Society of Chemistry)
and other relevant texts.
b) Gather information about the nature of your discipline area. For example, what
content, processes and ways of thinking are critical to your teaching area. What
makes it unique and distinct from other subject areas? What knowledge and skills
are essential for students to learn?
c) Design a PowerPoint or other visual media and script for your presentation.
d) Check that your presentation is 10 -15 minutes and contains explicit information
for your senior subject area and not generic information
ASSESSMENT CRITERIA:

• Overview of senior subject area (4 marks)

• Examine and utilise curriculum frameworks applicable to subject areas in senior
secondary schooling (4 marks)
• Critically examine the following for subject areas in senior secondary.
• content, (4 marks)
• assessment, (4 marks)
• discipline requirements (including literacy and numeracy and ICTs), (4 marks)
• teaching and learning resources (4 marks)
• Justify specific of the following for subject areas in senior secondary schooling.
• teaching strategies, pedagogies (4 marks)
• thinking approaches, (4 marks)
• processes and learning experiences (4 marks)
• Over presentation is meets the needs of the audience (4 marks)
• Mechanics (4 marks)
ANNOUNCEMENTS

DOUBLE MAJOR
ASSESSMENT TASK SINGLE MAJOR
Major 1 Major 2
Microteaching A (Week 6) 7.5% 7.5% 7.5% 7.5%
Microteaching B (Week 10) 7.5% 7.5% 7.5% 7.5%
Curriculum & Pedagogy Critique 30% 30%
(Week 12)
e-Portfolio (Week 15) 20% 20% 20%
*e-Portfolio Alternative (Week 15) 20%
TOTAL WEIGHTING 100% 100%
QUESTIONS

• elisapesi.manson@usp.ac.fj