Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:July, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 hours 4 x 6 hour days staggered across the semester. |
Total Time Commitment: 125 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.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|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
CoordinatorDr Karina Davis
ContactEducation Student Centre
|Subject Overview:||This subject will introduce students to current thinking on early childhood curriculum and pedagogy. Students will study current early childhood curriculum policy frameworks and guides from local and international contexts and critically engage with their own pedagogical assumptions and implications for building socially just teaching and learning in early childhood contexts. Whilst specific topics will change as new thinking emerges the focus will be on thinking that seeks to engage changing constructions of early childhood curriculum and pedagogy that seek to build greater social justice and equity outcomes for children living in culturally, linguistically and ethnically diverse contexts. Topics may include, but will not be limited to: the implications of critical and postfoundational thinking and theories for generating contemporary early childhood curriculum; approaches to teaching and learning and its evaluation; approaches to decolonising early childhood curriculum and pedagogy; the implications of Indigenous epistemologies and Indigenous models of power, ethics and social justice for early childhood curriculum and pedagogy.|
|Objectives:||On completion of this subject students will be able to: |
|Assessment:||One 2000 word essay due mid-semester (40%) |
One class presentation (equivalent to 1000 words) of a case study (to be delivered in final two weeks of semester) (10%)
One 2000 word essay as write up of case study and response (50%)
|Prescribed Texts:||Reading booklet will be provided|
|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 students will be able to: |
Master of Education (Stream 100B)Coursework |
Master of Education (Stream 150)
Download PDF version.