Curriculum Pedagogy and Assessment EC 2

Subject EDUC90704 (2011)

Note: This is an archived Handbook entry from 2011.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2011:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment: 120 hours
Prerequisites: There is one prerequisite:
Subject
Study Period Commencement:
Credit Points:
Corequisites:

There is one corequisite:

Subject
Study Period Commencement:
Credit Points:
Recommended Background Knowledge: N/A
Non Allowed Subjects: N/A
Core Participation Requirements: 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 HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H



Coordinator

Ms Sarah Young

Contact

Education Student Centre
Subject Overview:

Building on the work done in Curriculum, Pedagogy and Assessment 1, this subject develops further the investigation into intentional teaching for learning, focusing on implementing curricula for young children using appropriate pedagogies and modes of assessment. Topics will include: a detailed analysis of the practice principles from VEYLDF; the CLASS domains; VELS and the National Curriculum; intentional interventionist teaching; catering for different learning styles and preferences; planning for individualised learning; developing curriculum for children under three; different models of early childhood teaching practice (e.g. Montessori, Steiner); pedagogy across the 0-8 range.
Objectives:

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

  • Plan and implement appropriate learning programs across the 0-8 range;
  • Utilise a broad range of teaching strategies to enable young children’s learning and development;
  • Use a range of observation and assessment tools for building evidence of young children’s learning and development;
  • Intervene with individual children to promote their learning and development;
  • Work productively within mandated curriculum frameworks;
  • Develop a range of instructional support, emotional support and classroom organisational strategies that support and extend young children’s learning and development;
  • Gather evidence to inform and assess the effectiveness of teaching strategies on individual children’s learning and development.
Assessment:

One assignment of 1000 words, due early in the semester (25%); one assignment of 2000 words due late in the semester (50%); contribution to the 30-minute oral Combined Assessment Task (combined with Child Health and Wellbeing and Early Language and Literacy), due in the examination period (25%).
Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject, teacher candidates will be able to:

  • Recognise the importance of theory to informed practice;
  • Understand the multi-dimensionality of learning;
  • Implement policy frameworks meaningfully;
  • Recognise the relationship between effective teaching and improved learning outcomes for young children;
  • Include children’s perspectives of their learning to inform their practice;
  • Include parent’s/carer’s perspectives of their child’s learning to inform their practice.
Related Course(s): Master of Teaching (Early Childhood)

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