ESM780: EC Curriculum, Pedagogy and Assessment Presentation

This presentation, created for the ESM780 course, delves into curriculum, pedagogy, and assessment within the context of early childhood education. It centers on developing two specific learning outcomes derived from the Early Years Learning Framework (EYLF) and its descriptors. The presentation outlines two practical activities designed to help students achieve these learning outcomes. Additionally, it discusses two key strategies for assessing student learning. The presentation highlights the importance of holistic and responsive teaching approaches, emphasizing the significance of planning learning environments and allowing children to develop hypotheses. The assessment strategies discussed include ethical assessment and forward measuring assessment, both aimed at accurately gauging children's potential and capabilities. The presentation concludes by emphasizing the role of educators in planning effective learning processes and selecting appropriate assessment methods to foster children's creative abilities and overall development. References are provided using APA conventions.

Part A: Powerpoint
[Your First and Last Names]
ESM780 Curriculum, pedagogy and
assessment in EC

Introduction
● This study is focusing on developing
two learning outcomes based on one
learning outcome of EYLF and its
descriptors.
● It is including two activities which need
to be performed by students to achieve
mentioned learning outcomes.
● Moreover, two strategies are being
discussed; those can help to evaluate the
learning of students.

Early Years Learning Framework (EYLF)
● This framework is associated with
becoming, being and belongings
● This framework has been developed to
explain practices, principles and outcomes
that can support learning of children from
their birth to the age of five years.
● It helps educators to identify appropriate
approaches of teaching and assessing the
learning of young children (White &
Fleer, 2019).

Learning outcomes (DEEWR)
EYLF outcome and descriptor
● Outcome 4: Children are involved
and confident learners
(Acecqa.gov.au, 2020).
● Descriptor 4.2: Children develop
different types of skills that include
problem solving, experimentation,
researching, inquiry, hypothesizing
and investigating.

Contd...
● First learning outcome: Children
are able to apply a wide range of
thinking strategies for solving
problems and engage with typical
situations.
● Achieving this learning outcome can
help a child and get adapted to new
situations (Hart & Nagel, 2017).

CONTD…
• Second learning outcome:
Children are capable of thinking
reflectively for considering the
reasons behind incidents and
determining learning areas from
experiences.
• After achieving this learning
outcome, children learn from their
experiences without the help of
others (Edwards, 2017).

Approach to learning
●First planned experience: Planning
learning environments with proper levels
of challenge.
●Approach to learning: Holistic
approach can be adopted while teaching
to pay attention about all-round
wellbeing of students (Harcourt & Jones,
2016).

Contd…
● Second planned experience:
Allowing children to develop
hypotheses and helping them to
expand their thinking
● Approach to learning: Teachers
need to initiate an approach of
responding to children when they are
making hypotheses and expanding
their thoughts (Edwards, 2017).

Assessing learning
• First learning experience: Planning
learning environments with proper
levels of challenge.
• Assessment strategy: Ethical
assessment is suitable that helps
students to demonstrate their
capabilities.

Contd...
● Second learning experience: Allowing
children to develop hypotheses and
helping them to expand their thinking
● Assessment strategy: Forward
measuring assessment
● This assessment strategy helps to select
the appropriate tools and methods to
measure the potential of children
(Acecqa.gov.au, 2020).

Conclusion
● Achieving learning outcomes can help
children to build creative abilities.
● Educators need to plan the learning
process properly to help children in
achieving outcomes.
● Choosing a proper assessment method
helps to complete the planned
activities successfully.

Reference list
Acecqa.gov.au (2020), Assessment methods, retrieved on 26th march 2020 from:
https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resour
ces-Kit/educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf
Acecqa.gov.au (2020), EYLF learning oucomes, retrieved on 26th march 2020 from:
https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_ea
rly_years_learning_framework_for_australia.pdf
Edwards, S. (2017). Play-based learning and intentional teaching: Forever different?. Australasian
Journal of Early Childhood, 42(2), 4-11. retrieved from:
http://ulveland.com/wp-content/uploads/2017/11/Play-based-Learning.pdf
Harcourt, D., & Jones, L. (2016). Re-thinking professional development: Positioning educational
documentation as everyday professional learning. Australasian Journal of Early Childhood,
41(4), 81-85. retrieved from:
https://journals.sagepub.com/doi/abs/10.1177/183693911604100410
Hart, J. L., & Nagel, M. C. (2017). Including playful aggression in early childhood curriculum and
pedagogy. Australasian journal of early childhood, 42(1), 41-48. retrieved from:
https://pdfs.semanticscholar.org/1f8b/f1d8d156e084442c26be8c18c7e8bc89bf87.pdf
White, A. D., & Fleer, M. (2019). Early childhood educators’ perceptions of the Australian Early
Years Learning Framework (EYLF): Engaged professional learners. Australasian Journal of
Early Childhood, 44(2), 124-138. retrieved from: https://
journals.sagepub.com/doi/abs/10.1177/1836939119832083