Curriculum Pedagogy and Assessment EC 2 (EDUC90704)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

Availability
July
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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).

Intended 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.

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.

Last updated: 10 February 2024

Eligibility and requirements

Prerequisites

Code Name Teaching period Credit Points
EDUC90702 Curriculum Pedagogy and Assessment EC 1
February (On Campus - Parkville)
 12.5

Corequisites

 

 

Code Name Teaching period Credit Points
EDUC90707 Professional Practice and Seminar (EC) 2
Semester 1 (On Campus - Parkville)
Summer Term (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
 12.5

Non-allowed subjects

None

Inherent requirements (core participation requirements)

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home

Last updated: 10 February 2024

Assessment

Additional details

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

 

Last updated: 10 February 2024

Dates & times

  • July
    Principal coordinatorSarah Young
    Mode of deliveryOn Campus (Parkville)
    Contact hours36 hours
    Total time commitment170 hours
    Teaching period24 July 2017 to 22 September 2017
    Last self-enrol date 4 August 2017
    Census date18 August 2017
    Last date to withdraw without fail 6 October 2017
    Assessment period ends17 November 2017

    July contact information

    Ms Sarah Young: sry@unimelb.edu.au

Time commitment details

170 hours

Last updated: 10 February 2024

Further information

  • Texts

    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.

  • Related Handbook entries

    This subject contributes to the following:

    TypeName
    CourseMaster of Teaching (Early Years)

Last updated: 10 February 2024