Course coordinator
Dr Christina Gowlett
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course explores contemporary issues associated with curriculum in schooling and education, with particular focus on various curriculum theories. It considers public debate and the range of rationales often put forward for curriculum renewal and reform.
This course may not be offered in person if the enrolment is less than 10 students.
This course is designed to introduce students to the diverse range of perspectives in operation regarding curriculum. Students areﾠencouraged to explore "the curriculum" beyond its typical conceptualisation as a document or content to teach. This course aims to build an in-depth critical understanding of concepts, structures, purposes, and the political nature of curriculum. Assessment items are designed to foster critical reflection and analysis.
Course requirements
Assumed background
It is assumed that participants have some experience teaching in schools and basic awareness of curriculum documents from their local context.
Restrictions
Entry to the Graduate Certificate in Educational Studies and Master of Educational Studies programs.
Quota: Minimum 10 student enrolments for In Person offering
Course contact
Course staff
Lecturer
Dr Christina Gowlett
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This course is run in both in-person and external mode. This means EDUC 7114 is taught in real time with students being either in-class or on zoom when the class is scheduled.ﾠ
If you have enrolled in external mode, then please attend on zoom. A list of zoom meeting IDs will be posted on our course blackboard site before semester 1 classes begin.
If you have enrolled in in-person mode, then please attend class on campus at St Lucia. Please check your timetable for the class location.
EDUC 7114 is scheduled to be on a Wednesday afternoon from 4-6pm.
Aims and outcomes
This course aims to develop critical understanding about the various ways "curriculum" can be defined and analysed. It also serves to demonstrate how these various perspectives often feed into and underpin common curriculum debates.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Apply concepts and models of curriculum theory within a practical context to demonstrate an understanding of curriculum beyond its conceptualization as a document, plan or content to be taught.
LO2.
Compare the organisation of school knowledge in terms of disciplinary and interdisciplinary approaches to curriculum, including the purposes and implications of each.
LO3.
Demonstrate insights into curriculum as a political instrument in both historical and contemporary contexts in Australia and abroad.
LO4.
Consider the epistemological relationship between knowledge and curriculum and how this relates to the purpose and enactment of curriculum.
LO5.
Use concepts from critical theory to inquire into issues of equity, ethics and social implications of choices made in designing and implementing the curriculum.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | 'Lived curriculum' journal | 40% 2000 words |
4/04/2025 2:00 pm |
| Reflection | Making a case for curriculum change | 60% 3000 words OR a 15min recorded presentation |
29/05/2025 2:00 pm |
Assessment details
'Lived curriculum' journal
- Mode
- Written
- Category
- Reflection
- Weight
- 40% 2000 words
- Due date
4/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Context
There are multiple ways to understand and make sense of what we call “the curriculum”. This course invites you to become critical curriculum thinkers. This means unpacking your current curriculum context – what we call your “lived curriculum” – and analysing it, seeing it in another light, and consciously deconstructing it. This requires you to take pause on what you think you know about your current curriculum context and being open to investigating it along different lines to what you are used to. Your "current curriculum context" may be the school you are working at, the place you are studying at, or the workplace you will return to once you finish studying.
Task
Each week we will discuss different ways to think about curriculum. Drawing from the weekly readings and ideas discussed in class during weeks 1-5, you are to write 4 x 500 word responses to questions 1-4 listed below. The questions are in bold. There are prompts below each question to help get you started.
For each of the 4 x 500 word responses, you must have a clear and coherent answer to the question being asked by analysing YOUR OWN current “lived curriculum” context. In other words, you must read the question and respond to it by analysing and reflecting upon your own current curriculum situation.
The purpose of this task is for you to:
(a) Demonstrate understanding of the key curriculum ideas discussed each week
(b) Analyse and reflect upon your own curriculum context via the prism of ideas discussed each week and
(c) Write a coherent argument, using supporting evidence, in response to each of the four questions.
Question 1
In week 2, you were introduced to multiple ways to define curriculum. Which of these curriculum conceptualisations best applies to your current context and why? Make sure you use evidence from your local context to support your claims. In your response, I want you to think deeply about and reflect upon the curriculum culture in your current context.
In thinking about this question, you may wish to talk with some of your colleagues. You may also wish to read over school documents, local policy papers and/or talk with your students. What kinds of ideas about curriculum dominate, and do you agree with them? If you find them problematic, why? Have any of the ideas you were introduced to in week 2 made you really stop and think about your current curriculum context in a new and/or different way? Have any of the ideas we discussed in weeks 2 affirmed your ideas about your current curriculum context?
Question 2
If you had (or have!) the freedom to choose, what kind of curriculum model or curriculum design would you like to implement (trial) and why?
In week 3, we talked and read about different models of curriculum design that are possible, was there any particular type that caught your attention? Was there any design that you felt you would like to try in your current setting? What learning possibilities could your selected curriculum model generate? What would be productive about it? What would it help to foster and facilitate?
Question 3
In week 4, we explored avenues for being more inclusive when assessing student understandings of the curriculum. We explored the ideas of culturally relevant assessment, culturally responsive assessment and socio-culturally responsive assessment, with all three terms being similar in nature.
Explain what one of these terms means (or what they mean collectively), and whether you think your current curriculum context caters for diversity when assessing student work. Provide evidence and/or examples from your curriculum context to support your response.
You can think about the teaching area you are trained in, or perhaps the local context you are currently working in (eg. the school that you currently work in). Alternatively, you can think about the state/territory or national level that is relevant to you. I suggest picking just one level (local, state or national) and framing your response in regards to that.
Question 4
In week 5, we discussed how curriculum is currently influenced by a range of various stakeholders, not just within Australia but also from organisations around the globe. Should commercial and/or external-to-the-school interests be allowed to influence curriculum? Why/why not? What do you base your argument on?
In week 5, we discussed many obvious curriculum influences/ers, but are there others within your local site that we didn’t discuss and how do you feel about them having a stake in curriculum decision-making? You may like to discuss commercial interests from business, or perhaps philanthropic groups that make donations. What about alumni associations? Do they influence school curriculum in any way? Does your current school have donors who make their financial contributions contingent on certain expectations? Remember that curriculum isn’t just the ‘intended curriculum’ but also includes the ‘hidden curriculum’ and ‘enacted curriculum’ as well.
Tips/suggestions
To help with workload, I suggest you start your lived curriculum journal in week 2 and draft a response each week from there until you have a full 2000 word draft (so 4 x 500 word entries. 1 x 500 word entry for each question). Then, in week 6, take the time to refine, potentially rework and/or edit all of your responses. Your ideas may evolve as we progress through the course, so you may wish to rework some of your responses before you submit. Week 6 is geared toward giving you an opportunity to do this. Making space to reflect on your ideas and arguments is important.
You are most welcome to talk with your fellow class members about this assignment and share your experiences. Many of you will be currently working in a school, or, temporarily away from working in a school but have classroom experience. This assignment is centered upon you taking the ideas we discuss in class and within readings, and using them as a lens to reflect upon your own curriculum context. Class is thus a curriculum community for us to bounce ideas around. You will, however, be writing your own individual responses.
Please ensure you stay within the designated word limit.
Submission guidelines
- The assignment submission link will be opened on Blackboard a week before the due date.
- Please submit your assignment electronically via the assignment submission link on our course Blackboard site.
- Please ensure you submit your assignment on time. Per UQ policy, the submission of assessment is the responsibility of students.
- IT issues are not considered reasonable grounds for an extension.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Apply for an extension via myRequests on your myUQ dashboard. All requests for an extension are processed by staff in the School of Education front office, and the Course Coordinator is informed about the outcome.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Making a case for curriculum change
- Mode
- Oral, Written
- Category
- Reflection
- Weight
- 60% 3000 words OR a 15min recorded presentation
- Due date
29/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Context
You currently work and study in contexts that have and enact particular understandings, either explicitly or implicitly, about curriculum. In this course, we have discussed a range of curriculum issues, some will resonate more with you than others, but regardless, the point of this course is to get you thinking critically and reflectively about them.
Task
Your task for assignment 2 is to make a case for curriculum change in the context you currently find yourself working or studying in.
You have the choice to present your ‘case for curriculum change’ in either written OR oral format.
If you choose to submit this assignment in written format, then it needs to be 3000 words in length. If you choose to submit this assignment in oral format, then it needs to be a 15 minute video recorded presentation. Please select only ONE format.
What you need to do:
- Select a context that you wish to focus on (your current workplace, the workplace you will be returning to after study, or, this university). Select a context that is relevant to you. For most of you, that will be where you currently work.
- Identify a curriculum change that you would like to implement. Select a curriculum issue that you are really passionate about. Make sure this is a curriculum issue and not a general education issue (so be guided by the curriculum ideas and debates discussed in class).
- Find information about the change you wish to make, ensuring this information can be used as supporting evidence. This will likely require you to undertake research via a range of platforms (depending of course on the curriculum change you select to make a case for).
- Analyse the information you have found and extract key points/ideas.
- Synthesise your ideas into a main argument with supporting sub-points.
- Create a case for making the curriculum change.
- Stay within the word or time limit.
Tips/suggestions
Select a curriculum change you are genuinely interested in wanting to implement. You are most welcome to be creative and dream big! The possibilities are endless as to what this curriculum change could be. Use the topics we have discussed each week to help inspire you. Perhaps there is a controversial topic you wish to have included in your program of study? Perhaps there is a curriculum model you would like to trial at your school? Is there an influence on curriculum that you would like to see your school or place of study not listen to anymore? Is there an approach to the use of technology in curriculum that you would like to see your school or place of study adopt/stop doing? This assignment is all about you making a case for why your workplace or place of study should take up the curriculum change you are suggesting. How will students, staff or anyone else in your chosen context benefit from your suggested curriculum change? What will it help to improve? Why is this good and/or productive? Make sure you have a main argument and supporting sub-points. Ensure you weave evidence into your response. ‘Evidence’ comes in many forms. Just make sure the evidence you select to use is relevant and commensurate with the points you are making.
Submission guidelines
- The assignment submission link will be opened on Blackboard a week before the due date.
- Please submit your assignment electronically via the assignment submission link on our course Blackboard site.
- Please ensure you submit your assignment on time. Per UQ policy, the submission of assessment is the responsibility of students.
- IT issues are not considered reasonable grounds for an extension.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Apply for an extension via myRequests on your myUQ dashboard. All requests for an extension are processed by staff in the School of Education front office, and the Course Coordinator is informed about the outcome.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Serious deficiencies in quality of performance in relation to learning objectives. Fails to satisfy most or all of the basic requirements of the course. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy some of the basic requirements of the course. Clear deficiencies in performance, but evidence that some basic requirements have been met. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying all basic requirements for Pass but is close to satisfactory overall and has compensating strengths in some aspects. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic learning requirements for the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in the course. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
Both assessment items in this course will be provided a grade out of 7. The final grade will be calculated using the weighting of each task and the individual assignment grades.
The following is a generalﾠexample of how this approach works:
A student receives the following twoﾠgrades
Assignment 1 (A1) : grade of 7 at 40% weighting
Assignment 2 (A2): grade of 5 at 60% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(0.40 x 7) + (0.60 x 5)ﾠ=ﾠ2.8 + 3ﾠ= 5.8
The final grade would be rounded to the nearest whole number; in this case the grade would be 6.
In the case where theﾠfinal grade for the course is a half grade (i.e. 5.5) or close to a half grade (5.65), the grade will be rounded up or down to the nearest whole number.ﾠIn the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Please ensure you engage with all of the weekly learning resources for this course. This will be especially important for assignment 1.
This course deliberately draws from a variety of learning resources. It uses various types of sources (e.g. journal articles, online articles, blog posts, media reports, policy documents) and these are drawn from multiple locations across the globe,ﾠnot just the global north. Decolonialising the curriculum is important in this course. 'Curriculum' is a contested concept, and this course explores its multiplicity. This course also attempts to widen the participatory voices who get to be heard and listened to in curriculum debates.
These learning resources are meant to stimulate thought, critical thinking and respectfulﾠintellectual discussion. They have been deliberately selected as catalysts for debate and deconstructive reflection.ﾠThey have also been selected as prompts for you to reflect upon your own experiences with curriculum developmentﾠand enactment.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Seminar |
Becoming critical curriculum thinkers Learning outcomes: L01, L02, L03, L04, L05 |
Week 2 (03 Mar - 09 Mar) |
Seminar |
Curriculum and its multiple meanings and purposes There are so many ways to define and think about this thing that we call 'curriculum'. In this seminar, we explore a multitude of definitions and their histories. Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (10 Mar - 16 Mar) |
Seminar |
Different curriculum models and designs Interdisciplinary, transdisciplinary, cross-disciplinary. There are many ways to design curriculum other than the often dominant disciplinary approaches. In this workshop, we explore a variety of curriculum models and designs used both within Australia and overseas. Learning outcomes: L01, L02, L03, L04, L05 |
Week 4 (17 Mar - 23 Mar) |
Seminar |
Assessing the curriculum What are the issues concerning assessment that impact curriculum inclusion? Are tests an effective method for assessing curriculum knowledges and skills? In this workshop, we delve deeply into these questions and more. Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (24 Mar - 30 Mar) |
Seminar |
Curriculum influences/ers Who creates the curriculum? Who influences the curriculum? In this seminar, we will explore the official and unofficial influences/ers on curriculum creation. We explore this at the local level, but we will also cast our gaze toward the international influences that are shaping curriculum development. Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Seminar |
Working on Assignment 1 in class Bring your assignment to class (in-person or online) so you can work on it. You may wish to talk with Christina and/or receive feedback from a peer. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (07 Apr - 13 Apr) |
Seminar |
Examining the place of technology in curriculum Covid 19 has seen the influence of technology in curriculum enactment become even more pronounced. What is current research saying about the role and place of technology in curriculum design and implementation? Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 (14 Apr - 20 Apr) |
Seminar |
Decolonising and Indigenising the curriculum Decolonising the curriculum is emphasised in a multitude of ways throughout this course, but this week is especially dedicated to exploring why it is important to, and how we can action, embedding Indigenous ideas, understandings and values into our curriculums. Learning outcomes: L01, L02, L03, L04, L05 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 (28 Apr - 04 May) |
Seminar |
Current curriculum contentions and debates In this seminar, we explore the range of State, national and international debates about curriculum that are currently in play. Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (05 May - 11 May) |
Seminar |
How to plan your curriculum change Hands on session focusing on (a) identifying and selecting the curriculum change you wish to advocate for, and (b) finding relevant research about the curriculum change you wish to implement. BYO device to class! A laptop or tablet is ideal. I strongly recommend selecting a curriculum issue that you genuinely wish to implement in your local context. Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (12 May - 18 May) |
Seminar |
Developing your case for curriculum change In this hands on session, we will focus on ensuring you have a strong structure underpinning your case for curriculum change. BYO device! Preferably a laptop or tablet since you will be writing and planning. Also bring along your work in progress thus far. Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (19 May - 25 May) |
Seminar |
New curriculum imaginaries What new curriculum imaginaries are possible? Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (26 May - 01 Jun) |
Seminar |
Working on Assignment 2 in class Bring your assignment to class (either in-person or online) and talk with Christina about it. You may also wish to work with a partner and look over each other's work. You may also wish to use this time to record your presentation (if you are choosing this genre to submit assignment 2 in). Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.