Curriculum Pedagogy and Assessment EC 1

This subject has the following teaching availabilities in 2016:

170 hours

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

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.

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%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

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.

This subject is not available as a breadth subject.

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.