Postgraduate - UnitEDF5903 - Early years curriculum studies and assessment

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Level	Postgraduate
Faculty	Faculty of Education
Offered	Clayton Second semester 2014 (Day)
Coordinator(s)	Dr Janet Scull

Synopsis

In this unit students engage critically in historical and comparative analysis of early childhood curriculum. Students explore curriculum theories, socio-political, cultural and economic dimensions of curriculum practice, including design implementation, assessment and evaluation. The unit is focused on both international developments in curricula and local contexts of curricula design, such as the Australian Early Years Learning Framework (EYLF), Victorian Early Years Learning and Development Framework (VEYLDF) and ACARA national curriculum for Aboriginal and Torres Strait Islander Children's Cultural Needs, and examines these with reference to other international curriculum documents. Students apply their knowledge of curriculum design and implementation to facilitate children's learning and development from birth to transition to school.

Outcomes

Upon successful completion of this unit students should be able to:

demonstrate comprehensive knowledge and understanding of program planning and curriculum delivery, and analyse the elements that frame curriculum theories, design and implementation
critically reflect on and apply curriculum elements to program planning and delivery in diverse early childhood and primary educational settings
reflect, analyse and critique the impacts of economic and political influences on curriculum development and implementation
critically examine and evaluate local and international curriculum documents while interpreting and assessing their theoretical underpinnings and relevance to different cultural contexts
develop and apply appropriate curriculum theory leading to the development of pedagogical and cultural awareness to meet the needs of diverse children and families.

Assessment

Document analysis (3500 words, 40%)
Practitioner research project (4500 words, 60%)

Chief examiner(s)

Dr Hilary Monk

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for on-campus students:

3 hour workshop/seminar per week

(b.) Additional requirements (all students):

independent study to make up the required minimum hours during the semester