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Unit outline_

EDUF3032: Curriculum and Evaluation

Semester 1, 2022 [Normal day] - Remote

Curriculum is an essential component to all schools and all education systems. Understanding what, why and how curricula are constructed is an important skill for all teachers. The unit also examines controversial issues in curriculum including an alternative curriculum [the International Baccalaureate], the teaching of values in schools and the role of values education documents for NSW schools. Many recent developments in curriculum are reviewed including NAPLAN, national assessment and MySchool. Evaluation and assessment are often misunderstood concepts. Cultural, social and political influences drive decisions about who, what and how will be evaluated. Evaluation and assessment are often conflated with large scale testing regimes because they can lead to easily quantifiable results. A broader and more accurate understanding of these terms is important for all educators.

Unit details and rules

Academic unit Education
Credit points 6
42 credit points of units
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Murray Print,
Type Description Weight Due Length
Assignment Analysis of a NSW syllabus document
academic written account
20% - 1000 words
Outcomes assessed: LO1 LO2
Assignment Research essay
academic essay
40% - 2,000 words
Outcomes assessed: LO1 LO2 LO4
Presentation group assignment Topic presentations
Each week students will make powerpoint presentation on seminar topics.
40% Multiple weeks 20 mins approx + written 2 page summary
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
group assignment = group assignment ?

Assessment summary

  • Analysis of a NSW syllabus document: Using what you have learnt about curriculum design, development, assessment and evaluation, select a syllabus document to analyse from the NESA website. The document can come from any subject or stage from K-12 [e.g. K-2; 3-4; 5-6; 7-10; 11-12]. You will also need to do some wider reading of the professional and/or academic literature from this subject area and/or stage as well as the textbook to answer two key questions:   a) what is the sylabus trying to achieve? Analyse the syllabus rationale, goals and values. b) In what ways does the syllabus reflect the related component of the Australian Curriculum
  • Seminar presentation and handout:  In the first week of seminars students will choose a seminar topic. You may work together in a collaborative manner, exploring that topic and determining what to present so as to avoid duplication. However, your presentation must be individual. Prepare a 20 minutes individual presentation and an individual 2 page summary submitted with the presentation.
  • Research essay: The Australian Curriculum has been developed as a 'national' curriculum for all Australian jurisdictions. Why was a ‘national’ curriculum needed (2009) and investigate why the 2014 Review was ‘needed’. How has the Australian Curriculum been applied in NSW? Prepare a research based paper to answer these questions. 

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction Lecture and tutorial (3 hr) LO2 LO4
Week 02 Curriculum development Lecture and tutorial (3 hr) LO2 LO4 LO5
Week 03 Curriculum design Lecture and tutorial (3 hr) LO1 LO2 LO4
Week 04 Curriculum knowledge & power Lecture and tutorial (3 hr) LO1 LO2 LO5
Week 05 Assessment Lecture and tutorial (3 hr) LO1 LO2 LO5
Week 06 Assessment Lecture and tutorial (3 hr) LO2 LO4 LO5
Week 07 Evaluation and curriculum Lecture and tutorial (3 hr) LO1 LO2 LO4
Week 08 Curricuulum nad values Lecture and tutorial (3 hr) LO1 LO2
Week 09 Curriculum implementation Lecture and tutorial (3 hr) LO1 LO2
Week 10 NAP and NAPLAN Lecture and tutorial (3 hr) LO1 LO2
Week 11 The Australian curriculum Lecture and tutorial (3 hr) LO1 LO2
Week 12 ACARA & MySchool Lecture and tutorial (3 hr) LO1 LO2

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures.

Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra make up tasks/work.

Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Textbook: Print, M (1993) Curriculum Development and Design. 2nd ed. Sydney: Allen & Unwin



resources in curriculum section of library.

supplementary readings wil be provided later.


Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. refflect critically on the concepts of curriculum, evaluation and assessment
  • LO2. investigate, individually and collectively, the understandings and practices associated with 'curriculum' and 'evaluation' both theoretically and with particular application to current issues and materials in specific areas or disciplines
  • LO3. work collaboratively to analyse and report on and discuss an example of curriculum and/or evaluation as a constructed educational phenomenon and practice
  • LO4. integrate in writing, ideas from the seminars and reading with aspect(s)/issues of curriculum and/ or evaluation related to professional practice.
  • LO5. understand the social pressures and ideological influences on curriculum planning and writing

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -
Competency code Taught, Practiced or Assessed Competency standard
1.1.1 T (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1 T (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1 T (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1 T (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1 T (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1.1 T (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.3.1 T (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1 T (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
5.1.1 T (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
6.2.1 T (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.1.1 T (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1 T (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.4.1 T (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

This section outlines changes made to this unit following staff and student reviews.

No changes


The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.