Details for EDU141 Curriculum Planning, Programming, Assessment and Evaluation 

This subject provides students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as an opportunity to develop conceptual knowledge of curriculum planning, programming, assessment, and evaluation in the Early Childhood context. Early Childhood pedagogy is examined regarding learning, planning, programming, assessment, and evaluation supporting connections and continuities in the Early Childhood context. Students will engage with a range of contemporary early childhood policies, curriculum documents, and frameworks. They will also explore an integrated approach to promote learning outcomes for children aged from birth to 35 months, and 3-5 years. The subject includes analysis of how infants and toddlers learn and the role of intentional teaching in promoting learning and development. Students will engage in critical analysis of curriculum approaches, relationship-based teaching and learning and suitable environmental contexts for infants and toddlers. This subject will culminate in an evaluation of children’s learning. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: EDU141
• Credit points: 10

Subject Coordinator

Prerequisite

Nil

Unit Content

Outcomes

1. Analyse and interpret early childhood policies, documents, frameworks, and guidelines at the national, state, and local levels to design curriculum that supports continuity in children’s learning, founded upon in depth understanding of theoretical and pedagogical ideas relating to the effective learning and teaching of children aged birth-35 months and 3-5 years in early childhood settings.  
2. Understand and apply conceptual knowledge related to the practices and principles of the current approved learning framework (EYLF V2.0) to support children’s progress towards the learning outcomes, including relationship characteristics and impact of infant toddler learning and teaching. 
3. Examine and apply the practices of the current framework for Early Childhood Education and Care to assessment and evaluation in planning to enable children’s progression towards the learning outcomes. 
4. Design, implement and evaluate play-based learning experiences for children that takes into account research understandings, children’s agency and participation, contemporary early childhood curriculum outcomes, health, and safety issues, and a range of teaching strategies.  Critically evaluate the provision of learning environments for developmentally appropriate curriculum domains.  
5. Understand and apply the different types of assessment and assessment strategies in the Early Childhood context; examine how the approved learning framework guides assessment and evaluation practice; and build understanding and application of the difference between assessment and evaluation and their role in the cycle of planning. 
6. Discuss how pedagogical thinking impacts documentation, exploring different methods of planning and documentation, and apply the inquiry-based learning model. 
7. Plan for, and implement, key collaborative leadership and teamwork practices within an Early Childhood Education and Care service through demonstrating a reflective, evidence-based understanding of the role of the early childhood teacher in supporting the learning and development of children aged birth-35 months and 3-5 years. 

Subject Content

1. What is pedagogy – worldview and pedagogy  
2. Links to research
   
   • 2021 National Quality framework Approved Learning frameworks update: Literature review.  
   • NSW Preschool Assessment Study: review of formative assessment practices in early childhood settings. 
   • The Effectiveness of a play-based formative assessment in supporting the early childhood intentional pedagogue. 
   • Quality In Birth to 35 months settings: Evidence Based Pedagogies 
   • Quality In 3 to 5 years settings: Evidence Based Pedagogies 
3. Current approved Learning Framework for Early Childhood Education and Care – EYLFV2.0 – Practices Principles and Learning Outcomes  
4. The Planning Cycle
   EVALUATE: Critically reflect 
5. Assessment of Children’s Learning in the Planning Cycle and types of Assessment
   Assessment approaches in Early Childhood Education and reporting.  
   
6. Evaluation of Children’s Learning in the Planning Cycle and Evaluation Practices
7. Observations of Children’s Learning  
8. Methods and purpose of Pedagogical Documentation 
9. Curriculum Planning and Programming for children aged birth-35 months
   Curriculum Planning and Programming for children aged 3-5 years 
10. Inquiry Based learning the Curiosity Approach 
11. Reflective Practice and Critical Reflection 
12. Collaborative Leadership and Teamwork

This course may be offered in the following formats

• ​​Face to face on site (extensive) 
• ​​E-learning (online/asynchronous) 
• ​​E-learning (online/synchronous) 

One-year full-time or part-time equivalent 

Supervised professional experience. 

80 days supervised professional experience for undergraduate early childhood teaching qualifications. This must include a minimum of 10 days in Australian early childhood settings* with children under three years old (birth – 35months), and a minimum of 30 days in Australian early childhood settings* with children aged three until before they start formal schooling, including days with children under five years of age. 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Program Plan (35%)
2. Minor Project: Observation (25%)
3. Major Project (40%)

Prescribed Text

Textbook 
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia  

Check with the instructor each semester before purchasing any textbooks