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Title: Curriculum and assessment: a picture of these practices in pre-schools and primary early years
Task
Define the role of curriculum and assessment in the 3-5 year old Pre-school, and 5-8 Primary School early years settings. Examine the nature of the curriculum and assessment relationship in these settings, considering the similarities and differences between them. How does the relevant theory on curriculum and assessment apply to the settings?
Purpose
• to demonstrate your understanding of curriculum and assessment,
• to clearly understand the relationship between curriculum and assessment,
• to recognise how these are used in the 3-5 year old setting and early primary years.
Criteria
• Demonstrates an ability to discuss the role of curriculum and assessment in the early years
• Shows an understanding of the similarities and differences of curriculum and assessment in early years settings
• Demonstrates an awareness of children and families involvement in curriculum and assessment
• Integrates and critically engages with ideas expressed in wider reading (minimum of 15 references)
• Uses referencing (APA) accurately in the essay and Reference List
Essential reading
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-
Analyses relating to Achievement. New York: Routledge. (Ch 3: pp 22 – 38)
Rodgers, C & Raider-Roth, M. (2006). Presence in teaching. Teachers and Teaching: theory and practice. 12, (3), 265-287.
Further reading
Edwards, C., Gandini, L., & Forman, G. (1998). The Hundred Languages of Children, The Reggio Emilia Approach-Advanced Reflections. Greenwich, Connecticut: Ablex Publishing
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2011). Teaching: Making a Difference. Queensland: John Wiley & Sons. (Ch 11: pp 336 – 372)
Loughran, J. ( 2010). What Expert Teachers Do: Enhancing professional knowledge for classroom practice. NSW: Allen & Unwin. (Ch 3: pp. 36 – 56).
Further Reading
Lubawy, J. (2010). Planning for Provisions, Provocations and Possibilities: Working Within The Early Years Learning Frameworks. NSW: Joy and Pete Consulting.
Walker, K. (2007). Play Matters: Engaging Children in Learning: The Australian Development Curriculum. A play and project based philosophy. Victoria: ECER Press. (Ch 3)
Essential reading
Elliot, S. (Ed.). (2008). The Outdoor Playspace Naturally: For Children Birth To Five. NSW: Pademelon Press. (Introduction)
MacNaughton, G. & Williams, G. (2009). Techniques for Teaching Young Children. NSW: Pearson Education. (Ch 1: pp. 2 -18).
Further reading
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2012). Programming and Planning in Early Childhood Settings. (5th ed). Victoria: Thomson.
Essential reading
Osterman, K, F. (1990). Reflective Practice: A New Agenda for Education. Education and Urban Society, 22 (2) 133 – 152.
Rinaldi, C. (2006). In Dialogue with Reggio Emilia. Oxon: Routledge. (Ch 4: pp. 61-73).
Further Reading
Australian Government Department of Education and Early Childhood Development: Marbina, L. Church, A. & Tayler, C. (2010). Evidence Paper, Practice Principle: Reflective Practice.
Fleet, A., Patterson, C. & Robertson, J. ( Eds.). (2006). Insights: Behind early childhood pedagogical documentation. NSW: Pademelon Press. (Ch 8: pp135-146)
Essential reading
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond Quality in early Childhood education and Care. Philadelphia: Falmer Press. (Ch 7: pp.144-158).
Ashmna, A. & Elkins, J. (2009). Education for Inclusion and Diversity. NSW: Pearson. (CH 1: pp. 4-31).
Further Reading
Moss, J. et al. (2006). Invitations & Inspirations: Pathways to successful teaching. Victoria: Curriculum Corporation. (pp.12 – 29)
Fleet, A., Patterson, C. & Robertson, J. ( Eds.). (2006). Insights: Behind early childhood pedagogical documentation. NSW: Pademelon Press. (Ch 7: pp115 -135)
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