| Title: | Curriculum & Assessment |
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| Long Title: | Curriculum & Assessment |
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| Field of Study: |
Education Studies
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| Valid From: |
Semester 1 - 2022/23 ( September 2022 ) |
| Module Coordinator: |
Cian ONeill |
| Module Author: |
Frances Clerkin |
| Module Description: |
This module is designed to explore the role of curriculum and assessment in providing
high quality, inclusive early childhood education and care for infants and young children,
as outlined in the national practice frameworks e.g. Aistear and Síolta with recognition of
children as citizens with rights.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Appraise the integrated nature of curriculum and assessment in providing high quality, inclusive early childhood education and care for infants and young children. |
| LO2 |
Plan an early childhood curriculum that supports the infant and young child as a competent and confident learner and a citizen with rights (UNCRC 1989) and incorporates the principles of the national practice frameworks (e.g. Aistear & Síolta). |
| LO3 |
Document children's learning, and support children to assess and reflect on their own learning, using a range of tools, for sharing with parents/carers and for further planning of appropriate learning opportunities. |
| LO4 |
Examine national and international research on early childhood curriculum and assessment. |
| LO5 |
Discuss the adult role in the process of curricular programme design, implementation and assessment supporting inclusive sustainable practice. |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list. |
| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
Module Content & Assessment
| Indicative Content |
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Theoretical understanding
Understanding curriculum and assessment; literacy and numeracy, assessment for learning - process or product; national and international perspectives on early childhood curriculum design; integrating curriculum, pedagogy & assessment; inclusive environments; principles of national practice frameworks and policies e.g. Aistear & Siolta, (First 5 2019-2028)
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View of the child
Child as a confident, competent learner; and a citizen with rights in the here and now. Child-led pedagogy; including the child in planning; questioning, exploring and problem solving, inclusive practice; individual and group identity formation.
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Skills and competencies
Planning early childhood curricula for infants and young children; exploring observation and evaluation systems; identifying provocations and learning opportunities; collaborative teamwork; communication; consultation.
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Adult role
Adult Role in supporting children’s individual & group participatory identities & affording ‘space, voice, audience & influence', to do so (Lundy Model of child Participation, philosophising approach).
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| Assessment Breakdown | % |
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| Course Work | 100.00% |
| Course Work |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Project |
Curriculum development |
1,2,3 |
60.0 |
Week 11 |
| Presentation |
Poster presentation of core curriculum elements |
1,4,5 |
40.0 |
Week 13 |
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The institute reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lectures and class discussions |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Independent and guided research and reading |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture and class discussions |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Independent and guided research and reading |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
Module Resources
| Recommended Book Resources |
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- Josephine Donohoe, Eileen McDermott, Caroline Regan 2021, Professional Practice in ELC, 1st Ed., Boru Press County Tipperary [ISBN: 9781838413446]
| | Supplementary Book Resources |
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- Epstein, A.S. 2007, The Intentional Teacher, NAEYC Washington, DC [ISBN: 9781928896418]
- Stacey S. 2011, The Unscripted Classroom: Emergent Curriculum in Action, Redleaf Press USA [ISBN: 9781605540368]
- Flood, E. & Hardy, C. 2013, Early Childhood Curriculum, Gill & Macmillan Dublin [ISBN: 9780717156283]
- Hayes, N. 2013, Early Years Practice: Getting it Right from the Start, Gill & Macmillan Dublin [ISBN: 9780717157204]
- Louise Derman-Sparks and Julie Olsen Edwards 2020, Anti-Bias-Education-for-Young-Children-and-Ourselves, 2nd Ed., NAYEC USA [ISBN: 9781938113581]
| | Recommended Article/Paper Resources |
|---|
- Hayes, N. 2007, Perspectives on the relationship between education and care in early childhood: A research paper
- French, G. 2007, Children’s early learning and development: A research paper
- Kernan, M. 2007, Play as a context for Early Learning and Development: A research paper
- Dunphy, E. 2008, Supporting early learning and development through formative assessment: A research paper
- Arie Kizel 2016, Philosophy with Children as an educational platform for self-determined learning, Cogent Education,, 3:1, 1244026
| | Other Resources |
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- Website: NCCA 2009, Aistear: the early childhood curriculum
framework
- Website: CECDE 2006, Síolta, the National Quality Framework
for Early Childhood Education
- Website: 2016Diversity, Equality and Inclusion
Charter and Guidelines for Early
Childhood Care and Education
, Government Publications, Dublin
- Website: NCCAAistear Síolta Practice Guide
- Website: United Nations 2022, The United Nations Convention on the
Rights of the Child 1989
, Gov.ie, Dublin
- Website: Irish Government 2019, First 5 - A Government Strategy for
babies, young children and their
families
, Gov.ie, Dublin
- Website: Irish Government 2016, Access and Inclusion Model, Gov.ie, Dublin
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Module Delivered in
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