EDUC06023 2022 Curriculum Planning, Assessment and Documentation 2

Examine principles of curriculum design when creating curricula and the concepts of assessment for learning, assessment as learning and assessment of learning when assessing

Apply the concepts of democratic and participatory approaches to early education when planning, assessing and documenting children’s learning and experiences

Compare and contrast international approaches to pedagogical documentation and specifically their role in supporting reflective practices

Analyse the role of curriculum and assessment in supporting children’s behaviour and transitions

Create individual setting policies in relation to curriculum, assessment and documentation

This module will be underpinned by the Aistear Siolta Practice Guide Curriculum Foundation of Developing your Curriculum, Principles of Aistear and Siolta, Themes of Aistear and Professional Practices.

It will also be underpinned by the Partnership with Parents, Creating and Using the Learning Environment, Learning through Play, Planning and Assessing, Nurturing and Extending Interactions Pillars.

Siolta Standards 1 - Rights of the Child, 2 - Environments, 3 - Parents and Families, 5 - Interactions,  6 - play, 7 - Curriculum, 8 - Planning and Evaluation, 11 - Professional practice and the Aistear document on guidelines for good practice of Supporting Learning and Development through Assessment, Building Partnerships between parents and practitioner, Learning and Developing through interactions and Learning and Developing through play will be explored.

Students will engage with settings in order to apply the processes being taught. They will visit settings and explore their approaches and get to know children and plan from there. Videos will also be used to support learning in this module.

This module will be delivered face to face with opportunities for learners to share their experiences through peer learning, professional collaboration and a collegial approach adopted throughout to facilitate the development of a community of practice. It will be supported through the Institute’s VLE. Students will be required to engage in discussion groups. Approaches considered may include; active Learning, brainstorming, consider diverse learning abilities, debate, discussions,  feedback loop, group work, inclusive teaching, integrate prior knowledge, interactive, lectures, modelling, peer-review, planning, problem-solving, reflect, research, specified learning activities, tutorials, UDL.

Students will create policies to reflect their understanding of best practice in relation to curriculum planning, assessment and documentation. An appendix to the policy will outline the rationale for choices made.

Students will receive formative feedback for learning from both peers and the teaching team at different points in the module and will be provided with clear and timely notification of assessment requirements. Criteria for success will be shared when the assessment brief is published.

Repeat requirement will be determined based on failed components of this assessment and will be recorded at Progression and Award Boards.

LO 1: Examine principles of curriculum design when creating curricula and the concepts such as assessment for learning, assessment as learning and assessment of learning when assessing

Students will ensure that in curriculum planning they consider aspects such as progression, depth, breadth, challenge, personalisation, choice, enjoyment, coherence and relevance in relation to the experiences, environments and interactions that children are offered. Students will examine the difference between the AiFL approaches and consider when and why different approaches may be appropriate at different times. 

LO 2: Apply the concepts of democratic and participatory approaches to early education when planning, assessing and documenting

Students will build on their knowledge of the importance of children's rights in curriculum design, assessment and documentation and explore concepts such as democratic and participatory approaches to these practices. Links to approaches such as the Lundy model, the Mosaic approach and Harts ladder of participation will be explored to ensure that tokenistic approaches are avoided. Students will integrate their learning from their inclusive practices modules to ensure all children have access to the curriculum. Consideration of the importance of children's agency, rights, participation and children's cultural backgrounds as being central to these processes will be explored. 

LO 3: Compare and contrast international approaches to pedagogical documentation and specifically their role in supporting reflection

The importance of using documentation to explore the educator's own practices will be a fundamental element of this module. Moving beyond the role of celebrating the children's learning but also exploring the processes that support that learning through documentation will be facilitated. The importance of team work, discussion and collaboration as well as independent reflection will be explored.

LO 4: Analyse the role of curriculum and assessment in supporting children’s behaviour and transitions.

Children's behaviour is influenced by a number of variables. This includes the environments they are in, the experiences they are offered and the interactions they engage with. The vital role of assessment strategies in identifying behaviours in order to create a supportive environment and nurturing relationships will be explored. The provision of stimulating, interesting, relevant and meaningful experiences in supporting children's behaviour will be explored. Children experience many transitions in Early Years settings including moving into a setting, daily transitions and moving on from EEC settings.The role of curriculum planning in supporting these transitions will be examined. Consideration of how transitions can be reduced through day to day planning will also be considered. The role of documentation approaches such as Mo Sceal in supporting families and staff with transitions will also be explored. Students will make links to the Early Years Services Regulations (2016).

LO 5: Create setting policies in relation to curriculum, assessment and documentation

Students will learn to lead and co-ordinate curriculum planning, approaches, practices, monitoring and review. Students will create a policy for a setting that will outline an approach to curriculum planning, assessment methods and philosophy and documentation approaches. This will incorporate consideration of the inspection processes which require documentation such as programming and curriculum statements. Students will consider elements such as non contact time for process and the hidden curriculum as well as the language of measurement with a consciousness of the presence of power in language.