The purpose of this module is to develop effective curriculum leaders and managers who will enhance the quality of teaching and learning through application of the theories, concepts and issues handled in this module. It is hoped that in examining these issues school principals and SMT members will be more conscious of their role of leading and facilitating transformation in schools through effective leadership of the curriculum and of teaching and learning

The purpose of this module is to develop effective curriculum leaders and managers who will enhance the quality of teaching and learning through application of the theories, concepts and issues handled in this module. It is hoped that in examining these issues school principals and SMT members will be more conscious of their role of leading and facilitating transformation in schools through effective leadership of the curriculum and of teaching and learning

The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.

Some of the PrincipalŐs responsibilities for the school are: budget, curriculum, policies and procedures, staff and students, working with parents, completing all federal and state reports, professional development, discipline of students, and acknowledging studentŐs achievements. A BachelorŐs Degree and an Administrative Endorsement are required as well as a practicum where an administrator acts as a supervisor and mentor. Salary is significantly higher than that of teachers. Positive aspects include seeing the successes of students and others and the downside is dealing with conflict in the school.

This resource aims to provide a space for you to consider the potential impact of the Open Educational Resources (OER) movement on your approaches to teaching and learning. Its eleven different sections can accumulate into a 33 hour 'course'.

Each section will suggest a number of possible sources and we hope that you will take advantage of the comments feature at the bottom of each section's page. We believe that the sharing of thoughts, reactions and perspectives can lead to a rich and recursive experience that can benefit each user of the resource.

The eleven (approximately 3-hour long) activity-based sessions cover issues related to identifying, locating, releasing and putting OERs into your curricula; understanding the concept of “openness”; as well as pedagogical (or, within the remit of this course, "anarchogogical") issues around student engagement and in particular innovative assessment. In their broadest sense, the resources (and their resultant skills, ideas and activities) should also encourage 'reflection' on the research and practice of the working lives of teaching professionals. The course will pursue a reflexive approach to each of its sections and the subsequent feedback - via the comments feature on each page of the wiki - will provide powerful and dynamic interaction for the development of our 'teaching and learning' knowledge.

The purpose of this module is to develop effective curriculum leaders and managers who will enhance the quality of teaching and learning through application of the theories, concepts and issues handled in this module. It is hoped that in examining these issues school principals and SMT members will be more conscious of their role of leading and facilitating transformation in schools through effective leadership of the curriculum and of teaching and learning

The purpose of this module is to develop effective curriculum leaders and managers who will enhance the quality of teaching and learning through application of the theories, concepts and issues handled in this module. It is hoped that in examining these issues school principals and SMT members will be more conscious of their role of leading and facilitating transformation in schools through effective leadership of the curriculum and of teaching and learning

The GICD material is thematically presented mathematical content (in line with C2005 thinking) with separate learner's material and teacher's guides. The learner's material has background information necessary for the completion of the activities which is concisely presented prior to each activity sheet. Activities are primarily mathematical but some of them are purely thematic. The teacher's guides begin with C2005 introductory notes. These notes are followed by notes for teachers relating to each unit in the learner's material. The teacher's notes give information on time required for the activity, resources needed, class organisation suggested, unit outcomes, unit activity outline and activity solutions. There were four Grade 7 sets of materials that we thought may still be useful.

The GICD material is thematically presented mathematical content (in line with C2005 thinking) with separate learner's material and teacher's guides. The learner's material has background information necessary for the completion of the activities which is concisely presented prior to each activity sheet. Activities are primarily mathematical but some of them are purely thematic. The teacher's guides begin with C2005 introductory notes. These notes are followed by notes for teachers relating to each unit in the learner's material. The teacher's notes give information on time required for the activity, resources needed, class organisation suggested, unit outcomes, unit activity outline and activity solutions. There were four Grade 7 sets of materials that we thought may still be useful.