Curriculum Pedagogy and Assessment EC 2

Subject EDUC90704 (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:

July, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 27-Jul-2015 to 25-Sep-2015
Assessment Period End 20-Nov-2015
Last date to Self-Enrol 07-Aug-2015
Census Date 28-Aug-2015
Last date to Withdraw without fail 09-Oct-2015

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

170 hours

Study Period Commencement:
Credit Points:

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


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Call: 13 MELB (13 6352)

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 (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).

Learning Outcomes:

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%)

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:

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.

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:

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

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