Curriculum and Instruction Exam Preparation Guide
Course Introduction
Curriculum and Instruction explores the foundational principles, theories, and practices involved in the planning, development, and delivery of educational curricula. The course examines how learning objectives, teaching strategies, assessment methods, and instructional materials are designed and aligned to meet diverse student needs and educational standards. Students will analyze both historical and contemporary models of curriculum development, discuss the roles of teachers and stakeholders in instructional planning, and evaluate the impact of cultural, social, and technological factors on teaching and learning. Emphasis is placed on reflective and data-driven decision-making to enhance classroom effectiveness and foster inclusive, equitable learning environments.
Recommended Textbook
Marshs Becoming a Teacher 6th Edition by Maggie Clarke
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Chapter 1: What Is Teaching All About
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Q1) Write a letter to an employer in which you identify your ten strongest qualities as a potential teacher and describe how each would contribute to effective teaching.
Drawing on the work of at least three of the theorists referred to in Chapter 1, explain how each of the qualities you have identified relates to research findings about the qualities of effective teachers.
Answer: The student's response should link each of the ten qualities identified with the findings of three or more of the following theorists:
-Dot points from Wolk (2008) and Brighouse (1995) on page 5.
-Dot points from Hattie (2003), Crelos (2009) and Steele (2011) on page 6.
-The diagram in Figure 1.1 by Moyles on page 7 and dot points at the top of page 8.
Q2) According to Brighouse (1995), effective teachers need to have intellectual curiosity and:
A) a keen eye for change in students.
B) an interest in their students.
C) knowledge of students' interests.
D) a passion for teaching.
Answer: A
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Chapter 2: How Students Develop and Learn
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Q1) Erickson's third stage of initiative versus guilt is most typical of children aged:
A) 2-3 years.
B) 4-5 years.
C) 6-7 years.
D) 8-9 years.
Answer: B
Q2) An important way for teachers to find out first-hand about their students' work habits, manual dexterity and the nature of their present developmental tasks is by:
A) asking parents and caregivers.
B) reading textbooks.
C) observing students.
D) asking previous teachers.
Answer: C
Q3) Is the following statement True or False? 'According to Piaget, cognitive growth results from cognitive equilibrium.'
A)True
B)False
Answer: False
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Chapter 3: Learner Motivation and Developing Self-Esteem
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Q1) The teaching strategy which would be the least likely to develop resilience in students is:
A) developing students' coping behaviours.
B) promoting competition.
C) encouraging self-discipline.
D) developing optimistic thinking.
Answer: B
Q2) The statement that is not correct about behavioural theory of motivation is:
A) It emphasises the centrality of external events in directing behaviour.
B) Reinforcers increase the likelihood of particular behaviours.
C) Negative reinforcers are stimulus events that are imposed to discourage certain behaviours.
D) Consequences for poor behaviour decrease the likelihood of the behaviour being repeated.
Answer: C
Q3) Is the following statement True or False? 'Students' achievement motivation decreases in Grade/Years 7-11 (ages 13-17).'
A)True
B)False
Answer: False
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Chapter 4: Learning Environments
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Q1) Biddle and Berliner's (2002) synthesis of studies on the impact of class size found that:
A) girls benefitted more from smaller classes than boys.
B) students who have traditionally been disadvantaged did not benefit from smaller classes.
C) evidence for the possible advantages of small classes in high school is inconclusive.
D) smaller classes are most beneficial in the upper grades.
Q2) Which of the following was not identified by Butin (2003) as a problem with service learning?
A) There is limited research evidence on the community impact of service learning.
B) Research has shown only small increases in the academic, social and personal outcomes of students involved in service learning.
C) It is very expensive and difficult to organise.
D) It is difficult to undertake rigorous and authentic assessment of service learning.
Q3) What are community schools?
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Chapter 5: The Australian Curriculum
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Q1) Shortly after being elected, the Rudd Labor government announced:
A) a policy entitled 'Establishing a national curriculum to improve our children's educational outcomes'.
B) the creation of a National Curriculum Board.
C) a policy entitled 'No Child Left Behind'.
D) the creation of a National Standards Board.
Q2) According to ACARA, the key reason that General Capabilities have been listed as a key dimension of the Australian Curriculum is that they 'encompass skills, behaviours and dispositions that students develop and apply to content knowledge and that support them in becoming successful learners, confident and creative individuals and ':
A) problem solvers and risk takers.
B) autonomous and collaborative contributors.
C) skilled communicators and activists.
D) active and informed citizens.
Q3) Summarise the events, influences and reasons which led to the decision to develop a national curriculum in Australia.
Q4) What are two criticisms that some theorists have made about the theoretical basis of the Australian Curriculum?
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Chapter 6: Exploring and Contesting Curriculum
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Q1) In Australia and other countries the dominant mode of curriculum is curriculum as: A) outcomes.
B) strategies.
C) knowledge.
D) product.
Q2) The Early Years Learning Framework for Australia (2009), which provides a set of learning outcomes for children from birth to 5 years, has an emphasis on:
A) communication and language.
B) abstract thinking skills.
C) rote learning.
D) collaborative learning.
Q3) The authors of this textbook define curriculum as 'an interrelated set of planned content and experiences in which a student engages within the context of the school and under the guidance of teachers' (p .91). They then go on to amplify and illustrate the meaning of the definition. Explain your understanding of the meaning of each part of this definition and compare and contrast this definition with one other definition of curriculum found in Chapter 6.
Q4) What is the overall aim of curriculum planning?
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Chapter 7: Planning and Preparing for Teaching
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Q1) An important guideline when planning the 'learning experiences' element of a program is to ensure:
A) the strategies selected are ones that encourage active learning.
B) the content has social relevance.
C) time allowances are realistic.
D) objectives are attainable.
Q2) Critical reflection as a part of planning is important because it enables teachers to:
A) clarify and express what they stand for.
B) assume the blame for faulty decisions.
C) critique the planning of other teachers.
D) provide critical feedback to students.
Q3) What are three questions teachers should ask themselves when evaluating lessons?
Q4) Explain why teachers need to engage in planning and key principles that should inform planning. Explain how you would incorporate two of the principles in planning a lesson on a topic of your choice.
Q5) Explain why planning involves reconciling different goals and priorities.
Q6) What is the main difference between the backward design approach to unit planning and the traditional approach?
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Chapter 8: Organising Classroom Structures and Routines
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Q1) Whole-class instruction is least well suited to:
A) an open-ended mathematical task.
B) an introduction to a new teaching unit.
C) a demonstration of a technical process.
D) the teaching of a complex concept or skill.
Q2) Which of the following is not a feature of cooperative learning?
A) Effort is required by all students.
B) Work is divided into individual tasks.
C) Groups are as homogeneous as possible.
D) Each student is accountable for the group's success.
Q3) Identify the main similarities and differences between small group teaching and cooperative learning. What factors should teachers consider when deciding whether to use groups in the classroom?
Q4) The best topics for using cooperative learning in lessons are those that require:
A) pre-determined answers.
B) searching for answers and exploring alternative solutions.
C) the use of information technology.
D) collaboration on each stage of the task.
Q5) What are two ways of working that you might see in a differentiated classroom?
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Chapter 9: Planning to Achieve Goals, Aims, Objectives,
Outcomes and Standards
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Q1) Which of the following is not a typical characteristic of objectives?
A) Specific.
B) Focused on teaching.
C) Measurable.
D) Description of student behaviour.
Q2) Discuss the implications for schools of a focus on educational outcomes in light of issues and questions raised by theorists in Chapter 9.
Q3) Is this statement True or False? 'Bloom's Taxonomy concentrates on categorising objectives and also provides guidance about how to translate them into practice.'
A)True
B)False
Q4) When used as a criteria for behavioural objectives, 'feasibility' means the objectives should be:
A) consistent with each other.
B) relevant and suitable for the students.
C) reflective of the teacher's intentions.
D) attainable by all students.
Q5) What are two criticisms that have been made of outcomes-based education (OBE)?
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Chapter 10: Communicating Effectively
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Q1) Is the following statement True or False? 'Teachers should not accept a student's answer if it is incorrect.'
A)True
B)False
Q2) For the teaching of a concept of your choice, explain the steps you would take to: -plan and give a clear explanation of the concept -plan and ask a mixture of low- and high-order questions.
Q3) Which of the following is not a form of non-verbal communication?
A) Tone of voice.
B) Personal space.
C) Appropriate vocabulary.
D) Facial expressions.
Q4) Teachers often:
A) provide many opportunities for discriminative listening.
B) provide many opportunities for appreciative listening.
C) do insufficient planning about the types of listening that are needed.
D) listen more than they talk when in the classroom.
Q5) What are two techniques that teachers can use to support students to give effective explanations?
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Chapter 11: Pedagogy, Teaching and Learning
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Q1) Describe three ways you would you use computer technology to enhance teaching and learning in your classroom. What benefits and challenges might you and your students experience in the use of classroom computers?
Q2) Affirmation that students are significant in the classroom is a key consideration in what encourages student to learn. What are three factors that promote feelings of affirmation?
Q3) One advantage of problem-based learning is that it:
A) is easy for teachers to set up.
B) is a time-efficient way to cover the curriculum.
C) promotes factual recall.
D) maximises student understanding.
Q4) What are four guidelines suggested by Moore (2012) to help teachers refine their questioning skills?
Q5) Practice drills are most effective in supporting students to recall information if they: A) last at least thirty minutes.
B) occur as a formal lesson.
C) use a consistent format.
D) vary in amount and kind depending on the needs of the student.
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Chapter 12: Classroom Management
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Q1) According to a report on BBC News in 2006, cyber-bullying goes unreported by roughly:
A) 10% of victims.
B) 20% of victims.
C) 30% of victims.
D) 40% of victims.
Q2) To what should teachers refer when trying to resolve major management issues caused by male/female and cultural tensions within the classroom?
Q3) In designing approaches to classroom management, Charles (2007) suggests that teachers:
A) consult parents about their needs, likes and dislikes.
B) ask students about their needs, likes and dislikes.
C) reflect on their own needs, likes and dislikes.
D) consult other teachers about their needs, likes and dislikes.
Q4) An example of preventive discipline would be:
A) speaking quietly to a student about off-task behaviour.
B) using a non-verbal signal when a student interrupts.
C) directing a student who is disrupting others to another place in the classroom.
D) planning engaging lessons.
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Chapter 13: Using Resources Creatively
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Q1) What are two ways that teachers can use blogs to enhance their teaching?
Q2) Is the following statement True or False? 'In a study of undergraduate students' use of e-books, Woody, Daniel and Baker (2010) concluded that students preferred textbooks over e-books for learning.'
A)True
B)False
Q3) The standard criteria used to evaluate the quality of resources do not include:
A) author credentials.
B) aesthetic appeal.
C) objectivity/bias.
D) currency and accuracy.
Q4) In your first year of teaching you will need to select resources for use in your teaching program. Three categories of resources you are likely to need are: -trade books -websites -iPads.
For each of these explain how and why you would use them and how you would evaluate their suitability and worth for your educational purposes.
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Chapter 14: Meeting the Diverse Needs of Students
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Q1) Describe two strategies you could use to enhance your teaching of students from diverse cultural backgrounds.
Q2) A recently graduated teacher reaches the mid-point of the first year of teaching and realises that up until that point the teaching used has mainly been whole-class instruction. Explain why this should be of concern to the teacher and provide a detailed description of five steps that the teacher could take to gradually move towards a more differentiated classroom.
Q3) A teacher who uses a critical pedagogy practice to directly address cultural bias and deconstruct societal stereotypes would:
A) embed diverse perspectives into the classroom (e.g. Muslim perspectives).
B) ensure that students from diverse backgrounds understood mainstream perspectives.
C) provide additional English language support for students from non-English speaking backgrounds.
D) provide opportunities for all students to share aspects of their culture.
Q4) How did Tomlinson (1999) define the term 'differentiated classroom'?
Q5) Why would many teachers find it difficult to cater for students' diverse needs and abilities by preparing separate activities for each student in the class?
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Q1) From 1997 to 2000, the Curriculum Corporation had responsibility for:
A) developing a policy to inform thinking about Civics and Citizenship curriculum.
B) supporting schools to develop Civics and Citizenship curriculum.
C) developing teaching units in Civics and Citizenship curriculum.
D) researching Civics and Citizenship curriculum in other countries.
Q2) Within the context of the five emotional competencies that Goleman (1995) identified as basic to social and emotional learning (SEL), students who understand that their actions have consequences are demonstrating:
A) management of relationships.
B) mood management.
C) self and other awareness.
D) empathy.
Q3) In the Australian Curriculum, social and emotional learning is addressed through the General Capability of:
A) Intercultural Understanding.
B) Ethical Understanding.
C) Critical and Creative Thinking.
D) Personal and Social Capability.
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Q1) Write a discussion paper for use in a staff meeting outlining the benefits and challenges of greater parent participation in schools.
Q2) Why is it important for teachers to understand the function of the school council and what should they know about it?
Q3) Parents who participate in school seminars and classroom observation days would appear on the 'continuum of parent participation' shown in Figure 16.3 in the category called:
A) sharing ideas.
B) assisting in school (in instruction).
C) receiving information.
D) engaging in governance activities.
Q4) Currently, the organisation at the national level that represents parents from non-government schools is the:
A) Australian Council of School Organisations.
B) Australian Parents Council.
C) Australian Council of School Organisations.,
D) Australian Association for Community Education.
Q5) What is the difference between parental involvement and parental participation?
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Chapter 17: Assessment and Reporting
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Q1) Assessment that is used to check students' skills and understandings before beginning a unit of work so that the teacher can start the instruction at the level the students have reached is referred to as:
A) informal testing.
B) diagnostic assessment.
C) formative assessment.
D) summative assessment.
Q2) The most common pattern for school communication in Australia is:
A) one formal written report each year.
B) two or more written reports each year.
C) written reports as well as one or more parent-teacher interviews.
D) ongoing communication including written reports, interviews, parent information nights, newsletters.
Q3) According to Gardner (2012), wherever possible teachers should use forms of assessment that will raise students':
A) self-esteem.
B) motivation.
C) achievement.
D) ability to learn.
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Chapter 18: Professional and Cultural Dimensions of Teaching
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Q1) According to Ingersoll and Strong (2011) one main factor behind the high turnover of beginning teachers is:
A) poor preparation.
B) lack of support from school leaders.
C) the demands of teaching a wide range of abilities.
D) student behaviour.
Q2) In his findings about teaching in the 1960s Lortie (1975) found that teaching was 'relatively career-less', that teachers' satisfaction came from 'psychic rewards' and that teachers have 'endemic uncertainties'. Write a sentence for each of these findings explaining what Lortie meant and indicate whether you think each finding is still relevant to the 21st century and why.
Q3) A study by Carrington, Tymms and Merrell (2008) of 11 year olds in which male teachers were matched with classes of boys and female teachers were matched with classes of girls found:
A) a positive impact on boys.
B) a positive impact on girls.
C) a positive impact on girls and boys.
D) no discernable impact on girls or boys.
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Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Q1) Arthur (2010) criticised the new English curriculum content and associated testing regimes for their:
A) lack of focus on Indigenous issues.
B) lack of basic skills instruction.
C) emphasis on popular fiction texts.
D) focus only on the English language.
Q2) Lickona's (1988) list of ways that teachers can promote higher levels of student morality and character did not include:
A) serving as a respectful and caring role model.
B) developing a moral code for classroom behaviour.
C) creating a family or community atmosphere.
D) encouraging students to hold high academic and behavioural standards.
Q3) What are the four key components in the definition of teacher negligence?
Q4) Sponsorship deals between schools and industry can cause ethical dilemmas because:
A) there may be pressure to purchase or advertise particular products.
B) schools should be self-sufficient.
C) parents are not supportive of industry involvement in schools.
D) students' rights to privacy may be compromised.
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Chapter 20: Teacher Standards
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Q1) When measured against the Australian Professional Standards for Teachers, teachers who are recognised as being highly effective, skilled classroom practitioners are accredited as:
A) Graduate Teachers.
B) Proficient Teachers.
C) Highly Accomplished Teachers.
D) Lead Teachers.
Q2) The Domains of Teaching in the Australian Professional Standards for Teachers do not include:
A) Professional Values.
B) Professional Knowledge.
C) Professional Practice.
D) Professional Engagement.
Q3) Why was it so difficult to produce a conceptual structure for national standards for the teaching profession?
Q4) What are two advantages and two disadvantages of competency-based teaching?
Q5) What are the various elements and emphases of competency-based standards and what are the advantages and disadvantages of competency-based teaching?
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