Curriculum Pedagogy and Assessment EC 2

Subject EDUC90704 (2016)

Note: This is an archived Handbook entry from 2016.

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

This subject has the following teaching availabilities in 2016:

July, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 25-Jul-2016 to 23-Sep-2016
Assessment Period End 18-Nov-2016
Last date to Self-Enrol 05-Aug-2016
Census Date 19-Aug-2016
Last date to Withdraw without fail 07-Oct-2016

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:


Ms Sarah Young


Ms Sarah Young:

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%)

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

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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