Curriculum Planning and Assessment

Running head: CURRICULUM PLANNING AND ASSESSMENT 1
Curriculum planning and assessment
Student’s Name
Institutional Affiliation

CURRICULUM PLANNING AND ASSESSMENT 2
Curriculum planning and assessment
Part B
Discussion and Reflection
The Early Years Learning Framework (EYLF) is considered the major constituent of
National Quality Framework that is concerned with early childhood education and care. The
primary focus of my professional educational plan was on quality outcomes for children. I based
my plan on EYLF which takes into account children’s developmental needs, experiences and
interests as well as their individual differences. It is clear that the EYLF outcomes are essential
to enhance children’s learning. The outlined plan was aimed at improving children’s
engagements with each other, their families and the community at large in order to develop a
sense of well-being and belonging (Touhill, 2012). EYLF learning outcomes provide more
insights on each child’s strengths and weaknesses (Rouse, 2012). Further, these informs the
educator on major areas that they should focus on.
Based on my adopted approach of teaching, I gained vital insights on the importance of
learning based on play and how my approaches would be helpful in ensuring child development.
This approach encourages me to focus on theoretical knowledge as it relates to the children’s
developmental stages. Implementing the plan activities were essential in helping children to
develop skills that are needed to move to the next stage. Though most plays were led by children,
at times their activities and resources were determined by learning outcomes. In all the two
approaches, I could act as a co-player and guided those children who had difficulty to ensure that
all children were at the same level.
Furthermore, I was able to acknowledge and provide feedback towards children’s
achievements. Acknowledging instead of judging children for their results pays attention to the

CURRICULUM PLANNING AND ASSESSMENT 3
process and the skills they used hence providing an effective way of evaluating children’s
development (Coe, Aloisi, Higgins & Major, 2014). Based on my research, I can acknowledge
that emphasizing on every child’s achievement and encouraging self-evaluation are vital to
identify loopholes and provides opportunity for the children to take responsibility for their
abilities. In addition, this improved my relationship with the children. Another aspect is that
acknowledging a child’s achievement rather than praising them provides an avenue for the
teacher to identify areas of a child’s interest as well as their learning needs.
After every grade, a learner needs a new curriculum. An educator should take into
account the children’s prior learning, strengths, and interests as well as learning outcomes to plan
for children’s subsequent learning adequately. To give a proper guide to children’s learning, an
educator needs to look at the strengths and weaknesses of a child regarding the five learning
outcomes (Rouse, 2012). Children will be different in the level of their achievements of the five
learning outcomes. Some children will have developed a strong sense of identity, but still lack a
sense of wellbeing (Department of Education and Training, 2017). There are also children who
will be confident enough to participate in the learning process but cannot communicate
effectively. It is from these learning outcomes that an educator to would determine children’s
prior learning interests and creates plans for a child’s future learning.
Practice Context Analysis
There are various EYLF learning outcomes that my professional educational setting is
addressing. These are outlined as follows.
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
The first learning outcome is to make sure that the children have a strong sense of
identity. Every child is unique on their own, and they should not be made to feel the need to