Course Syllabus
Education 471 – 4 Curriculum Development: Theory and Practice
E100 Summer Session
WMC 2220 Monday/Wednesday 5:30-9:20 June 30 – August 11
Instructor: Craig Geddes (craig_geddes@sfu.ca)
Course Description:
Theories and models for curriculum development will be discussed. The course will begin by defining
curriculum and then move toward epistemology and metacognition – how we know what we know. A
look at, and a de-construction of, Positivist discourse will lead to less abstract concepts, as we move
toward praxis, and how curriculum is implemented in today’s classroom. We will take a close look at
the Ministry of Education’s Integrated Resource Package and Prescribed Learning Outcomes,
touching on many topics for discussion, including classroom management, differentiated instruction,
and formative & summative assessment.
Course Objectives:
 To create a learning environment in which undergraduate students are well-informed, and
comfortable discussing controversial topics in pedagogy, including hidden curricula
 To bridge the distance between curriculum theory and practice
 To expose students to some of the realities of implementing curriculum in a contemporary
classroom
 To provide an opportunity to facilitate students’ growth in critical analysis, group work skills,
and reflection on professional practices
Assignments/Evaluation: marks will be assigned based on attendance, weekly written responses &
in-class assignments (50%), a short position paper (20%), and a group presentation (30%). THERE
WILL NOT BE A FINAL EXAM IN THIS COURSE.
Required Readings:
Jacobs, Heidi Hayes (2010). Curriculum 21: Essential Education for a Changing World. Association
for Supervision & Curriculum Development.
Selected articles will be placed on Reserve in the Library and the CET in the Education Building
June 30 – Wednesday
 Introductions/what today’s class looks like
 Academic Honesty
 You are required to submit an electronic version of your position paper (turnitin.com)
 Attendance, course syllabus, assignment deadlines, readings (grades/percentages)
 Student background information
 How do we learn?
 What Is Positivism? Reading attached to intro email
 What is Curriculum?
July 5 – Monday: Constructing Knowledge and Defining Curriculum
 Readings to be completed: Curriculum 21 - Introduction, Chapters 1 & 2
Cultures of Curriculum – Chapters 1 & 6
July 7 – Wednesday: Curriculum Conceptualizing Continued
 Readings to be completed: Outliers – Chapter 8, Curriculum 21- Chapters 3 & 4
July 12 – Monday: The Roles of Technology in Education
 Readings to be completed: Curriculum 21- Chapters 5 & 6
 Paper writing workshop
July 14 – Wednesday: Technology continued
 Readings to be completed: Curriculum 21- Chapter 11
July 19 – Monday: Technology – alternative viewpoints
 Readings to be completed: Technopoly – Chapters 2 & 7
July 21 – Wednesday: Technology – alternative viewpoints
 Readings to be completed: No More Teachers, No More Books – Chapters 3 & 4
July 26 – Monday: Differentiation in Instruction/Formative Assessment/for Learning
 papers are due today
 Readings to be completed: Curriculum 21 – Chapters 7 & 8
July 28 – Wednesday: Classroom Management
 Readings to be completed: Curriculum 21 – Chapter 12
August 2 – SFU closed for holiday
August 4 – Wednesday:
 Group presentations
August 9 – Monday
 Group presentations
August 11 – Wednesday
 Readings to be completed: Curriculum 21 – Chapter 13
 Make-up group presentations
 Culminating activity
Assessment Breakdown


Attendance: 2% for each of the first ten seminars, 3% for the last two, to maximum of 25%
In-Class Written Responses: 1, 2, or 3 % for each to maximum of 25%
Level 1 (%)
Response is basic, without critical
analysis or original thought
Level (2 %)
Response is good, with some
level of critical analysis
Level (3 %)
Response is excellent, with a
high level of critical analysis

Position Paper: 5-7 pages for a maximum of 20% (rubric to be supplied)

Group Project Presentation: maximum of 30% (details provided later)