This document outlines the activities and readings for Week 3 of a curriculum course. Students are asked to: [1] Review their syllabuses and apply curriculum planning models to evaluate their unit plans based on lectures and readings; [2] Meet in groups to discuss their syllabuses and unit plans, considering how learning outcomes and assessment were chosen; and [3] Outline curriculum planning by design and discuss how it relates to their unit plans, making changes if needed to better support a backward design approach.

1. WEEK 3 From Curriculum to practice
Key ideas
1. Curriculum into a syllabus.
2. Syllabus into a unit of work.
3. Working by design.
Activities to focus your thinking
1. Review your syllabuses.
2. Apply curriculum planning models.
3. Evaluate your unit plan based on the lecture and readings.
Required Reading from Pedagogies in Practice textbook
Brady and Kennedy pp 50-64 and 65-80
Weir (2009) pp361 - 384
Additional Reading
Halstead, J. (2011). Navigating the new pedagogy six principles that
transform teaching.
Wiggins, G. P., McTighe, J., & Gale, T. (2007). Schooling by design
mission, action, and achievement.
Winch-Dummett, C. (2006). Successful pedagogies for an
Australian multicultural Classroom. International Education
Journal, 7(5), 778-789.
URLs
http://www.curriculumsupport.education.nsw.gov.au/policies/gats/tools/
tt_progplan.htm
http://pixel.fhda.edu/id/six_facets.html

2. WEEK 3 From Curriculum to Practice
TUTORIAL ACTIVITIES
Activity 1 (30 minutes)
1. Discuss what the readings have highlighted in terms of unit and lesson
planning
2. Working in groups or pairs who will be teaching the same KLA, students
are to review their syllabus to collect information on the aim, rationale and
contexts.
3. For the aim, rationale and context discuss what is required to be a
successful student in your KLA.
4. Review the outcomes in the syllabus and address the verbs and discuss
what each means in terms of learning.
5. How do the verbs that you have identified in Activity 1 (4) affect your:
a. Objectives for the unit plan
b. Specific learning outcomes for a unit.
c. Teaching strategies within the unit outline.
d. Assessment chosen.
Activity 2 (30 minutes): Your pre-designed unit plan
Using the unit plan required for this week
1. Describe to your partner the process that you have undertaken to prepare
your unit plan.
a. Determine the type of planning model that you have used to
develop your plan and evaluate your position.
b. List the strengths and weaknesses of the approach that you have
taken in the light of your answers to activity 1.
c. What alternative ways could you use to plan this unit? How does
this affect what a successful student would like?
d. Are you thinking of changing your unit plan or keeping it the same?
Justify your decision.

3. Activity 3 (30 minutes)
1. Working in small groups outline the role and steps of curriculum
planning by design (backward mapping).
2. How does backward mapping support your unit plan?
a. In what ways does it support your approach?
b. In what ways does your approach need to change in order to be
curriculum by design?