Curriculum Pedagogy and Assessment EC 1

Subject EDUC90702 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 23-Feb-2015 to 22-May-2015
Assessment Period End 26-Jun-2015
Last date to Self-Enrol 06-Mar-2015
Census Date 31-Mar-2015
Last date to Withdraw without fail 08-May-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 Hours
Total Time Commitment:

170 hours


Admission to the Master of Teaching (Early Childhood) or Master of Teaching (Early Years)


Study Period Commencement:
Credit Points:
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 Overview, Learning Outcomes 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:


Dr Jane Page, Ms Sarah Young


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

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.

Learning Outcomes:

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;

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%)

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.

Prescribed Texts:

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.

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:

  • 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.
Related Course(s): Master of Teaching (Early Childhood)
Master of Teaching (Early Years)

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