Curriculum, Pedagogy and Assessment
Curriculum, pedagogy and assessment are the three message systems through which valued knowledge is communicated within educational systems. The knowledge any society or community considers educationally valuable is shaped by power, control, time and place. Added to this is the very nature of knowledge itself. There is a close relationship between curriculum, pedagogy and assessment. Every educator working at some level of education holds a curriculum, pedagogical and assessment perspective which is grounded in personal and cultural (practical and theoretical) knowledge and a wealth of experiences (Griffith University, 2015).
Curriculum:
Since the beginning of this course, I have been repeatedly exposed to the national curriculum; Australian Curriculum, Assessment and Reporting Authority (ACARA) to inform students learning journeys. It is of my belief through what I have observed in the 3 years of EPL practice is that educators are struggling to teach an expansive curriculum to an over-populated classroom of students with a wide range of differing abilities, while facing increasingly restrictive time frames in which to deliver the curriculum and meet expected goals and outcomes of the profession. In Easthorpe & Easthorpe’s (2000, p. 43) journal, they write that “the teaching situation is one requiring more work, more students and less time.”
My vision of strategies used around teaching the curriculum
Assessment
My thoughts about regular testing of students the benefits and weaknesses.
Schools have in my experience been very strongly resistant to any changes that are about fundamentally changing how they operate (Yates & University of Melbourne, 2011).
Curriculum, pedagogy and assessment are the three message systems through which valued knowledge is communicated within educational systems. The knowledge any society or community considers educationally valuable is shaped by power, control, time and place. Added to this is the very nature of knowledge itself. There is a close relationship between curriculum, pedagogy and assessment. Every educator working at some level of education holds a curriculum, pedagogical and assessment perspective which is grounded in personal and cultural (practical and theoretical) knowledge and a wealth of experiences (Griffith University, 2015).
Curriculum:
Since the beginning of this course, I have been repeatedly exposed to the national curriculum; Australian Curriculum, Assessment and Reporting Authority (ACARA) to inform students learning journeys. It is of my belief through what I have observed in the 3 years of EPL practice is that educators are struggling to teach an expansive curriculum to an over-populated classroom of students with a wide range of differing abilities, while facing increasingly restrictive time frames in which to deliver the curriculum and meet expected goals and outcomes of the profession. In Easthorpe & Easthorpe’s (2000, p. 43) journal, they write that “the teaching situation is one requiring more work, more students and less time.”
- How is your educational philosophy illustrated through a dilemma and possible strategies? What do you consider one major dilemma in applying your professional knowledge?
- Why is that dilemma so significant for you?
- What are some possible strategies you might use to manage that dilemma?
- What do the dilemma and the strategies demonstrate about applying professional knowledge in specific contexts?
My vision of strategies used around teaching the curriculum
Assessment
My thoughts about regular testing of students the benefits and weaknesses.
Schools have in my experience been very strongly resistant to any changes that are about fundamentally changing how they operate (Yates & University of Melbourne, 2011).
- What is the most effective and equitable way of organising these ‘message systems’?
- Who are the ‘winners’ and the ‘losers’ from such ‘message systems and what do you believe is your professional role in relation to these three educational components?