Curriculum Pedagogy and Assessment EC 2

This subject is not offered in 2014.

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

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 (0-8) 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 teaching; catering for diversity; developing and implementing programs in 0-3 settings in line with National Quality Frameworks and Standards including national and state curriculum requirements; aligning practices with national quality standards; cultural competence and the implementation of programs in Indigenous communities; pedagogical leadership; education for sustainability and different models of early childhood teaching practice (e.g. Montessori, Steiner).

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

• Plan appropriate learning programs across the 0-8 range;
• Utilise a broad range of strategies to enable children’s learning;
• Intervene with individual children to promote their learning;
• Work productively within mandated curriculum and policy frameworks;
• Assess accurately children’s learning and respond to specific learning interests and needs;
• Develop curricula that supports Indigenous perspectives;

• To purposefully plan for equitable outcomes for children across diverse early childhood settings;
• Demonstrate effective pedagogical leadership.

There are two assessment tasks:
• Essay: 2000 words (or equivalent) due mid-semester (50%)
• Curriculum Document; 2000 words (or equivalent) due end semester (50%)

Snow, C.E. & Van Hemel, S.B. (Eds). (2008). Early Childhood assessment: Why, what and how. Purposeful assessment (pp. 27-41). Committee on the Developmental Outcomes and Assessments for Young Children. Washington, DC: National Academies Press.
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:

• Interact respectfully and ethically with a diverse range of people.
• Recognise the importance of theory to informed practice;
• Understand the multi-dimensionality of learning;
• Implement curriculum and policy frameworks meaningfully.