Curriculum Pedagogy and Assessment EC 1

This subject is not offered in 2013.

120 hours

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject introduces teacher candidates to major perspectives on curriculum, pedagogy and assessment that underpin learning and teaching in the early childhood years. Topics include: principles, practices and learning outcomes underpinning learning in the Early Childhood years, as articulated in the Early Years Learning Framework (EYLF),and the Victorian Early Years learning and Development framework (VEYLDF);

the CLASS dimensions; the cycle of observation/assessment, planning for learning, programming, implementation, observation/assessment; and reflection/evaluation; theories of learning; play-based learning; interventionist teaching; setting up a productive learning environment; developing resources for learning; Indigenous education.

On completion of this subject, students will have the knowledge, skills and ability to:

• Plan for learning based on their observation and assessment of the children’s current understanding and needs;
• Understand the relationship between curriculum, pedagogy and assessment;
• Ensure a coherent implementation of the curricula operating across a range of learning environments;
• Reflect in a theoretically informed way on the their own teaching and their student’s learning;
• Establish and sustain a professional learning community including a range of early childhood education, care and health professionals.

There are two assessment tasks:
• Assignment 1, Essay; 2000 words (or equivalent) due mid-semester (50%)
• Assignment 2, Essay: 2000 words (or equivalent) the examination period (50%)

Subject reading booklet

Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2012). Programming and Planning in Early Childhood Settings, 5th Edition. Victoria: Thomson.

This subject is not available as a breadth subject.

On completion of this subject, students will be able to:

• Work productively within mandated frameworks.
• Recognise the importance of theory to informed practice;
• Understand the multi-dimensionality of learning;
• Be skilled communicators who articulate effectively their professional standpoint.