ESM780 Curriculum Pedagogy and Assessment 2022

Running Head: ESM780 Curriculum Pedagogy and Assessment
ESM780 CURRICULUM PEDAGOGY AND ASSESSMENT

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Table of Contents
Part B: Supporting statement.....................................................................................................3
Introduction............................................................................................................................3
Early Years Learning Framework (EYLF).............................................................................3
Learning outcomes.................................................................................................................4
EYLF outcome and descriptor................................................................................................4
Intended learning outcomes....................................................................................................4
Approach to learning..............................................................................................................5
Assessing learning..................................................................................................................6
Conclusion..............................................................................................................................7
Reference list..............................................................................................................................9

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Part B: Supporting statement
Introduction
Pedagogy refers to the holistic nature of educators involved in the professional
practice of educating children. This involves different practices like curriculum framing and
decision making, learning, and teaching. It is essential for educators to establish a proper
caring relationship with children and their families for providing desired learning
experiences. Educators need to use different professional skills and knowledge to achieve the
desired learning outcomes of EYLF. Achievement of the learning outcomes can help children
to gain benefits in future academic and professional careers. In this study, learning outcomes
are framed along with the approaches to the learning and assessment process.
Early Years Learning Framework (EYLF)
EYLF is a framework for teachers of Australia that can support them to teach young
children less than 5 years of age. This framework comprises practices, principles, and
outcomes that support active learning. According to Barton-Hulsey, Sevcik & Romski
(2018), educating children is way more difficult than teaching students as teenagers. Teachers
require special skills and knowledge to motivate young children to learn spontaneously. This
framework can help them to select specific approaches to motivate children in learning. On
the other hand, this framework has included several methods of assessing the learning and
development of children. Hutton et al.(2017) have added that this kind of framework helps to
evaluate the potential of children as well. In Australia, teachers are bound to follow this
framework for developing skills and implement appropriate techniques of educating children
less than 5 years of age. It has included learning outcomes and related descriptors for
children. Moreover, it has mentioned various activities that can be performed by children to
achieve the mentioned learning outcomes (Acecqa.gov.au, 2020). The selection of this

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framework is appropriate as it is covering all the areas that can support the learning of young
children by helping teachers select the best methods of teaching.
Learning outcomes
EYLF outcome and descriptor
There are five learning outcomes in EYLF, among which outcome 4 is selected in this
study, which is children are confident and involved learners. This learning outcome can help
children to achieve a range of skills like inquiry and problem-solving. As said by Choi et al.
(2016), confident learners are always curious to gather new knowledge and have creativity
and enthusiasm. There are different descriptors among which 4.2 is chosen. "Children
develop a range of skills and processes such as problem solving, inquiry, experimentation,
hypothesizing, researching and investigating"- (Acecqa.gov.au, 2020). This can be obtained
when children will be able to explore new environments successfully.
Intended learning outcomes
After analyzing the EYLF learning outcome, some intended learning outcomes are
formulated. Achieving these learning outcomes can help achieve the desired learning needs
of children.
LO1: Children are able to apply a wide range of thinking strategies for solving problems and
engage with typical situations.
Obtaining this LO can help students to engage with problematic situations and get
adapted promptly to new situations. As stated by Fehr & Russ (2016), implementing thinking
strategies helps to simplify a difficult situation of tasks. Moreover, adopting a wide range of
thinking strategies helps to reduce the margin of errors. Children can conduct deeper learning
through the help of strategic thinking, thus a lesson can be solved creatively.
LO2: Children are capable of thinking reflectively for considering the reasons behind
incidents and determining learning areas from experiences.

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Reflective thinking helps to increase self-awareness, which is an essential part of
emotional intelligence. On the other hand, reflective thinking helps to develop a better
understanding of a process and encourage active engagement. During any complex problem-
solving situation, it is essential to use reflective thinking. Children can be benefitted by
achieving this LO as they can make better decisions about a problem. Achieving these LOs
can help children in their future studies and career.
Approach to learning
Planning learning environments with proper levels of challenge has been determined
as the first planned experience. This aspect can motivate children to complete levels of
challenges through learning. See & Kokotsaki (2016) have mentioned that this kind of
environment influences developing healthy competition among children and they try their
best to get success. On the other hand, children start observing the consequences of their
activities and learn from the experiences gathered. EYLF supports teachers to develop this
kind of planned experience. Teachers get the opportunity to create different situations for
children, those are new to them. It helps them to encourage students to deal with different
kinds of difficulties. Meeting challenges makes children stronger and it helps to develop self-
confidence in children to face different real-life situations. A holistic approach can be
adopted while teaching to pay attention to the all-round wellbeing of students. As mentioned
by Hutton et al. (2017), consideration of this approach can help teachers to be responsive to
all of the aspects of students including emotional, cognitive, social and physical aspects.
EYLF has mentioned that this approach is helpful in identifying the connection between
children, their families, and society, in which they live. On the other hand, a holistic approach
helps to recognize the needs of partnership and reciprocal relationships for learning.
Moreover, Grieshaber & Graham (2017) have mentioned that a teacher can focus on the
connection between the learners and the natural world with the help of a holistic approach.

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Teachers become able to encourage children to respect and understand the interdependency
among different elements of nature including land, plants, animals and human beings.
Allowing children to develop hypotheses and helping them to expand their thinking is
the second planned experience of this study. This can help the students to change their
thinking and questioning and conversation. This will boost their learning capabilities and
thinking porches. This can also be done by not intervening in their thinking process and
encouraging critical thinking (Sumsion, 2019). For conducting the activities, teachers need to
initiate an approach of responding to children when they are making hypotheses and
expanding their thoughts. Teachers need to provide value and help to build the strengths,
knowledge, and skills of children. Teachers need to solve the queries of students and need to
take part in the conversation (Robinson, O'Connor, Wildy & Neylon, 2019). This will
increase the engagement of students in the classroom. Teachers need to respond to the
expertise of children and other factors such as cultural tradition, language and ways of
knowing. Teachers can also motivate students to ask open-ended questions that can help to
increase the knowledge capacity of children. These activities and teaching processes can help
teachers to gain success in guiding the children to achieve the learning objectives.
Assessing learning
Educators need to conduct a frequent assessment, to measure the effectiveness of
teaching procedures and learning environment. As opined by Colliver (2019), improper
learning environment and unsupportive teaching process can impact the education of
children. The assessment helps teachers to ensure that children learn what they want to know
for meeting the desired learning objectives. The regular assessment facilitates students
learning and motivates them to identify their gaps and work harder to achieve success.
Ethical assessment is an assessment method that helps students to demonstrate their
capabilities. In this method, staff and systems choose only those tools that provide children to

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elaborate on their capabilities properly. Adopting this assessment method helps children to
gain confidence and get motivated to improve their skills and capabilities through hard work
(Melhuish et al. 2016). This method of assessment helps quality and fairness in the process
and helps to improve the quality of education. According to Page & Tayler (2016), there are
some ethical issues in a classroom among which assessment is vital. While conducting
assessments, it is vital for educators to maintain some ethical principles that include
transparency and honesty. This helps to increase the engagement of children in the learning
framework.
On the other hand, forward measuring assessment is another important method of
evaluation that educators can adopt. As opined by Sumsion (2019), this method of assessment
helps to assess the potential of a child rather than measuring the actual development of a
child. Measuring the potential of a child is necessary to identify gaps regarding different
abilities and skills. This assessment method helps educators to obtain all-round development
of a child. Future goals of a child can be set through the help of this assessment and different
tools like effective communication can be used for this approach. These assessment methods
can be effectively used by educators for achieving the LOs mentioned earlier.
Conclusion
From the above discussion, it can be concluded EYLF is a proper framework that
helps children to achieve active learning. Achieving the learning outcomes can help children
to gain a proper way to achieve success by gaining different essential skills such as critical
thinking. Different planned experiences like allowing children to develop hypotheses can
help to build thinking abilities in them. Moreover, proper assessment is necessary to find gaps
in their study and motivate them properly. Different assessment methods such as ethical
assessment can be adapted to help children to achieve the desired learning outcomes. The

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provision of a good learning environment is also necessary for educators to help students in
gaining success.

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Reference list
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Barton-Hulsey, A., Sevcik, R. A., & Romski, M. (2018). The relationship between speech,
language, and phonological awareness in preschool-age children with developmental
disabilities. American journal of speech-language pathology, 27(2), 616-632.
Retrieved from:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6105119/
Choi, J. Y., Castle, S., Williamson, A. C., Young, E., Worley, L., Long, M., & Horm, D. M.
(2016). Teacher–child interactions and the development of executive function in
preschool-age children attending Head Start. Early Education and Development,
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Colliver, Y. (2019). Intentional or incidental? Learning through play according to Australian
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incidental-Learning-through-play-according-to-Australian-educators-perspectives.pdf
Fehr, K. K., & Russ, S. W. (2016). Pretend play and creativity in preschool-age children:
Associations and brief intervention. Psychology of Aesthetics, Creativity, and the Arts,

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10(3), 296. Retrieved
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6.pdf
Grieshaber, S., & Graham, L. J. (2017). Equity and educators enacting the Australian early
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S. K. (2017). Shared reading quality and brain activation during story listening in
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Robinson, C., O'Connor, D., Wildy, H., & Neylon, G. (2019). Contemporary perspectives of
the child in action: an investigation into children’s connectedness with, and

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