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Introduction
This course expands participants understanding of curriculum beyond the narrow conception of curriculum as a plan that teachers simply deliver and invites them to use different conceptual tools and perspectives to examine their personal experiences with curriculum. In this way, the course helps participants to reconsider teachers agency and responsibilities in curriculum designing and enactment and bring about improvements in curriculum practice.
This course is part of:
- Graduate Certificate in Advanced Pedagogical Practices
- FlexiMasters in Advanced Pedagogical Practices
Learners must complete the following courses to attain the Graduate Certificate in Advanced Pedagogical Practices (12 AU):
- MTC902 Designing Curriculum: Theory and Practice (or MTC902A-C)
- MTC903 Assessment for Learning: Theory and Practice (or MTC903A-C)
- MTC904 Facilitating Learning in the Digital Age (or MTC904A-C)
Upon completion of the fourth course, MTC901 Nurturing Learners and Learning (or MTC901A-C) , learners will fulfil the AU requirements to attain the FlexiMasters in Advanced Pedagogical Practices (16 AU).
Overall, course participants will:
1. Develop theoretically sound and practically useful conceptions of curriculum and curriculum designing.
2. Come to appreciate fully the teachers agency and responsibility as curriculum designer.
3. Come to embrace, in real practical terms, empathy and compassion, and hence human-centred design, as the core values of curriculum designing and enactment.
4. Understand how curriculum theory and practice can mutually inform, (re)shape, and improve each other.
Below is a list of topics that form the focus of each part of the course. It should be noted that these topics will be discussed in an iterative or spiral fashion largely through active interactions with existing curricula and practices in curriculum designing and enactment. The topics are connected to one another in important ways and should not be understood as neat, stand-alone areas of exploration.
Part 1: The Teacher and the Curriculum Conceptions of curriculum The interplay between philosophical understandings of humanity, the purpose(s) of education, epistemology, psychology, society, politics, and curriculum Teachers relationship with curriculum.
Part 2: The Elements of Curriculum and Curriculum Designing The elements of curriculum Factors and considerations influencing curriculum designing and enactment Intended and unintended consequences of curriculum Identifying and interpreting curriculum issues within the classroom Curriculum designing as a situated cognitive activity.
Part 3: Teachers as Curriculum Designers Curriculum designing as collective deliberation over multiple concerns Design ethics and curriculum designing and enactment The theory-practice nexus in curriculum designing and enactment Rethinking teachers relationship with curriculum and their roles in curriculum designing and enactment.
Any personel involved in the following:
- School staff development
- Facilitating Professional Learning Communities (PLCs) in schools
- Mentoring and coaching
- Managing training and professional development organizations
- Managing teams of Adult Educators
- Leading Adult Education project teams
- Policy-making for institutions and professional bodies
- Researching in higher education, and adult and life-long learning
Standard Course Fee: S$4,490.80
SSG Funding Support | Course fee | Course fee payable after SSG funding, if eligible under various schemes | |
BEFORE funding & GST | AFTER funding & 9% GST | ||
Singapore Citizens (SCs) and Permanent Residents (PRs) (Up to 70% funding) | S$4,120.00 | S$1,347.24 | |
Enhanced Training Support for SMEs (ETSS) | S$523.24 | ||
SCs aged ≥ 40 years old | |||
- Standard course fee is inclusive of GST.
- NTU/NIE alumni may utilise their $1,600 Alumni Course Credits. Click here for more information.
| Course Title (Bite sized) | AU | Course Title (Corresponding intact 4AU course) | AU |
| MTC901A Enhancing Learner Wellbeing, Positive Education Purpose and Practice* | 1 | MTC901 Nurturing Learners and Learning* | 4 |
| MTC901B Enhancing Learner Wellbeing, Character Strengths and Mindfulness* | 1 | ||
| MTC901C Enhancing Learner Motivation* | 2 | ||
| MTC902A The Teacher and the Curriculum* | 1 | MTC902 Designing Curriculum: Theory and Practice* | 4 |
| MTC902B The Elements of Curriculum and Curriculum Designing* | 1 | ||
MTC902C Teachers as Curriculum Designers* | 2 | ||
| MTC903A Assessment for Learning: An overview of theory and practice* | 1 | MTC903 Assessment for Learning: Theory and Practice | 4 |
| MTC903B Assessment for Learning: Deep dive into issues and possibilities* | 1 | ||
| MTC903C Assessment for Learning: Putting it together* | 2 | ||
| MTC904A Facilitating Learning in the Digital Age: Part 1 Digital Learning – The tripartite relationship* | 1 | MTC904 Facilitating Learning in the Digital Age* | 4 |
| MTC904B Facilitating Learning in the Digital Age: Part 2 Digital Learning – Theory-practise nexus* | 1 | ||
| MTC904C Facilitating Learning in the Digital Age: Part 3 Digital Learning – Critical perspectives and deepening understanding* | 2 |
*SSG funded and SkillsFuture Credit approved.
The courses listed are:
- Credit-bearing and stackable to Graduate Certificate in Advanced Pedagogical Practices (total 12AUs) and FlexiMasters in Advanced Pedagogical Practices (total 16AUs);
- The 4AU courses are also offered in bite sizes of 1AU or 2AU each;
