Category: Curriculum and Pedagogy

THIS IS THE TASK PLEASE READ 
Instructions for completing this assessment task:
Attempt all three questions.
Your response to each question should be 400-500 words.
You should refer to at least two relevant, academic sources in each response.
Full citation and referencing (APA style) is expected in support of your responses.
All responses, and your reference list, should be submitted in a single Word document via the Turnitin link on Blackboard.
Question 1 (12 marks)
‘Instead of a national curriculum for education, what is really needed is an individual curriculum for every child’ (Charles Handy).
Discuss the advantages of a national approach to curriculum, and how teachers can balance this with the need to differentiate learning for individual students. 
Question 2 (12 marks)
Over the semester, we have considered various elements of effective pedagogy.
Choose ONE of the following pedagogic concepts to discuss, addressing the questions below:
The SOLO Taxonomy (PLEASE DO THIS ONE)
Grit and/or Growth mindset (if you choose this option, you may discuss one or both of these concepts)
Understanding by Design
Describe a key feature of this concept.
How can this framework benefit students?
Explain one specific way in which you could apply this framework in your future teaching practice.
Question 3 (12 marks)
‘Assessment is the broad name for the collection and evaluation of evidence of a student’s learning. It is integral to teaching and learning and has multiple purposes’ (NESA).
Identify two purposes of assessment and describe why they are important in schooling. For each of these, provide some examples of suitable types of assessment to achieve this purpose and explain their suitability.
Reference list (4 marks) PLEASE USE THIS REFERENCES THANKYOU!
Waring, M., & Evans, C. (2016). Understanding
pedagogy : developing a critical approach to
teaching and learning . Routledge. Chapter 3
Wiggins, M. & McTighe, J. (2011). The
understanding by design guide to creating highquality units. ASCD. Modules A & B.
Timperley, H. (2009). Using assessment data for
improving teaching practice. [Paper presentation]
ACER Research Conference: Assessment and
Student Learning: Collecting, interpreting and
using student data to inform teaching. Perth, 16-
18 August 2009.
(USE THIS REFERENCE APART OF QUESTION 2)
Biggs, J., & Collis, K. (1982). The evaluation of
teaching and learning: Quantity and quality of
learning (chapter 1). In Evaluating the quality of
learning: The SOLO Taxonomy. New York:
Academic Press Inc, pp. 3-16. L
Groundwater-Smith, S., Ewing, R., & Le Cornu, R.
(2011). Teaching: challenges and
dilemmas (4th ed.). Cengage – Chapter 1
Mitra, S. & Dangwal, R. (2010). Limits to self‐
organising systems of learning—the Kalikuppam
experiment. British Journal of Educational
Technology, 41(5), 672–688.
https://doi.org/10.1111/j.1467-
8535.2010.01077.x
Kohn, A. (2006). Do students really need to
practice homework? In A. Kohn, The homework
myth, De Capo Press. pp106-118
Andrade, H. (2000). Using rubrics to promote
thinking and learning. Educational Leadership,
57(5), 13–18. 

Instructions for
completing this assessment task:
·      Attempt all three questions.
·      Your response to each question should be
400-500 words.
·      You should refer to at least two relevant,
academic sources in each response.
·      Full citation and referencing (APA style) is
expected in support of your responses.
·      All responses, and your reference list, should
be submitted in a single Word document via the Turnitin link on Blackboard.
Question 1 (12
marks)
‘Instead
of a national curriculum for education, what is really needed is an individual
curriculum for every child’ (Charles
Handy).
Discuss the advantages of a national
approach to curriculum, and how teachers can balance this with the need to
differentiate learning for individual students.
Question 2 (12 marks)
Over the semester, we have considered
various elements of effective pedagogy.
Choose ONE of the following pedagogic
concepts to discuss, addressing the questions below:
·      The SOLO Taxonomy
·      Grit and/or Growth mindset (if you choose this
option, you may discuss one or both of these concepts)
·      Understanding by Design
a)     Describe a key feature of this concept.
b)    How can this framework benefit students?
c)     Explain one specific
way in which you could apply this framework in your future teaching practice.
Question
3 (12 marks)
‘Assessment is the broad name for the
collection and evaluation of evidence of a student’s learning. It is integral
to teaching and learning and has multiple purposes’ (NESA).
Identify two purposes of assessment
and describe why they are important in schooling. For each of these, provide
some examples of suitable types of assessment to achieve this purpose and explain
their suitability.
Reference list (4
marks)
here are some references down below you can use:
Biggs, J., & Collis, K. (1982). The evaluation of teaching and learning: Quantity and quality of learning (chapter 1). In Evaluating the quality of learning: The SOLO Taxonomy. New York: Academic Press Inc, pp. 3-16. https://ebookcentral.proquest.com/lib/unda/detail.action?docID=1882836
Centre for Education Statistics and Evaluation (2020), Classroom management – creating and maintaining positive learning environments, NSW Department of Education, cese.nsw.gov.au. https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2020-classroom-management-literature-review.pdf [attached]
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13. [attached]
Tomlinson, C.A., & Imbeau, M.B. (2010).  Leading and managing a differentiated classroom. ASCD. Chapters 1&2 Link
Timperley, H. (2009). Using assessment data for improving teaching practice. [Paper presentation] ACER Research Conference: Assessment and Student Learning: Collecting, interpreting and using student data to inform teaching. Perth, 16-18 August 2009. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference
Waring, M., & Evans, C. (2016). ‘Making sense of pedagogy’ (Chapter 2). In Understanding pedagogy   : developing a critical approach to teaching and learning . Routledge, pp. 26-30.
Kohn, A. (2006).  ‘What we haven’t learned about learning’ (Chapter 6).  In The homework myth, De Capo Press, pp. 101-118.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching: challenges and dilemmas (4th ed.). Cengage – Chapter 1 Lin
Mitra, S. & Dangwal, R. (2010).  Limits to self‐organising systems of learning—the Kalikuppam experiment. British Journal of Educational Technology, 41(5), 672–688. https://doi.org/10.1111/j.1467-8535.2010.01077.x  Link