Differentiated Curriculum and Learning Management

This subject will investigate the curriculum implications of catering for the range of abilities within the Years K-6 classroom. This subject revisits a number of learning theorists whose ideas inform classroom instruction. Educational approaches such as segregation, integration, mainstreaming, and managing challenging behaviour will be explored while reviewing differentiation and individualisation.

Awards offering Differentiated Curriculum and Learning Management

This unit is offered as a part of the following awards:

• Bachelor of Education (Primary)
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject will investigate the curriculum implications of catering for the range of abilities within the Years K-6 classroom. This subject revisits a number of learning theorists whose ideas inform classroom instruction e.g. concept of intelligence, theories of learning and multiple intelligences, emotion and motivation. It provides an overview of some recent findings of cognitive science and neuroscience and their application to the classroom. Educational approaches such as segregation, integration, mainstreaming, and managing challenging behaviour will be explored while reviewing differentiation and individualisation. Legislative and policy implications and their impact on learning management programs in a range of educational contexts will be explored. The roles and integration of professionals in the case management of students with learnings needs will be examined, together with consideration of parent, caregiver and/or community participation. Different models of communicating, assessing and reporting will be examined.

Outcomes

1. Identify the legislative requirements and teaching strategies that support participation and learning of students with disability;
2. Integrate research into how students learn and the implications for teaching;
3. Appraise teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds through the lens of a Christian or alternate school context;
4. Critically evaluate practical approaches to manage challenging behaviour;
5. Develop student-centred innovative and well-designed lesson sequences, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, and differentiates for the full range of student abilities, and diverse backgrounds (multilingual and sociocultural), providing explicit strategies to support students’ wellbeing and safety- legally and educationally, in a range of school contexts;
6. Design and critically reflect upon, lesson sequences, and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design;

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Case Study Presentation (20%)
2. Research Report and Action Plan (50%)
3. Lesson Plan Sequence (30%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references