Curriculum Framework

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Introduction to Curriculum (EDP 135) Assignment 1: Assessment Rubric (Student)Name: __________________________ Criteria| Fail (Marks 0 – 19.5)| Pass (Marks 20 – 23.5)| Credit (Marks 24 – 27.5)| Dist (Marks 28 – 31.5)| H Dist (Marks 32 – 40)| 1. Definition of curriculum| Has not addressed the criteria and/or missed the point. Does not present 3 different definitions/does not compare definitions to Marsh’s definition/very limited comparisons made. Does not use definitions from a number of sources.Does not use/has very limited references to support points| Demonstrates a general understanding of curriculum. Presents 3 different definitions from different sources, makes basic comparisons to Marsh’s definition.Little or no links to the Australian Curriculum.Use of some referencing to support ideas.| Demonstrates a sound understanding of curriculum. Presents 3 different definitions from a variety of sources with sound comparisons made to Marsh’s definition.Links ideas to the Australian Curriculum.Use of appropriate referencing to support most ideas.| Demonstrates a strong understanding of curriculum. Presents 3 definitions of curriculum from a variety of academic sources; strong comparisons made to Marsh’s definition.Weaves ideas into a coherent, logical argument to address the criteria.Strong links to the Australian Curriculum. Strong use of appropriate referencing to support ideas.| Demonstrates an outstanding understanding of curriculum. Presents 3 definitions from a variety of academic sources – analyses, compares and contrasts these to Marsh’s definition. Very strong connections to the Australian Curriculum. Outstanding use of appropriate referencing to support ideas. | 2. Development of the Australian Curriculum and Curriculum models related to this development. | Has not addressed the criteria and/or missed the point. Limited or no discussion of the development of the Australian Curriculum and curriculum models. Mentions curriculum models without links to the Australian curriculum. Little understanding demonstrated.Does not use/has very limited references to support points.| Demonstrates a general understanding. Mentions one or more curriculum models with few links to the Australian Curriculum. Some discussion of the development of the Australian Curriculum.Little elaboration/linking of ideas. Use of some referencing to support ideas.| Demonstrates a sound understanding. Analyses a number of models showing relationship to development of the Australian Curriculum. Demonstrates a sound understanding of development of the Australian Curriculum.Use of appropriate referencing to support most ideas.| Demonstrates a strong understanding of models and their relationship to the Australian Curriculum. Analyses models and weaves them into a coherent, logical argument to address the criteria.Integrates discussion of models showing clear relationship to the development of the Australian Curriculum.Strong use of appropriate referencing to support most ideas.| Demonstrates an outstanding understanding. Exceptionally strong argument: models are examined thoroughly and very clear similarities and differences are noted between models and the Australian Curriculum. Excellent reference to texts –evidence of breadth and depth of reading. All points addressed in an exemplary manner.| Structure of Australian Curriculum| Has not discussed /identified the structure Australian curriculum with reference to some or all of the following: year levels, learning areas, general capabilities and cross curriculum priorities. Very limited/no examples from the Australian CurriculumLittle or no evidence of consultation of curriculum| Identifies general structure of the Australian Curriculum with reference to year levels, learning areas, general capabilities and cross curriculum priorities- with little analysis or elaboration.Limited or inappropriate examples from the Australian Curriculum. Some...
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