Module Code: H8DEC_P
Long Title Placement: Design and Evaluation of Curriculum
Title Placement: Design and Evaluation of Curriculum
Module Level: LEVEL 8
EQF Level: 6
EHEA Level: First Cycle
Credits: 5
Module Coordinator:  
Module Author: DAVE CORMACK
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Assess, plan and evaluate an early learning initiative for an individual learner and for groups of learners
LO2 Assess, plan and evaluate an early learning curriculum
LO3 Implement a curriculum for a group
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Assess, plan and evaluate an early learning initiative
Students will apply the principles of curriculum design to the planning, organisation and documentation of learning experiences and their appropriateness for the individual child and for groups of children with reference to cultural appropriateness and equality issues in practice.
Assess and plan an early learning curriculum
A curriculum for a prescribed period of time and in a particular context will be planned based on assessment of children’s learning and interests and drawing from contemporary assessment theory and the outcomes of assessment. The curriculum may be Aistear, or HighScope, Early Start (or others relevant to the professional practice placement).
Implement and critically evaluate curriculum
The curriculum will be implemented, documented and critically evaluated to incorporate the practicalities of undertaking assessment for early learning and include opportunities for child initiatives and spontaneous learning; short-term, medium-term and long-term planning; contribution of setting as a whole to the facilitation of children’s learning; the children’s perspective’s on curriculum, the contribution of feedback from staff. Students will critically reflect on their experiences of implementing the curriculum based on the criteria developed for the evaluation of curricula. They will assess their abilities to facilitate children’s learning and document strategies for improvement.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Project % of total: 60
Assessment Date: n/a Outcome addressed: 1,2,3
Non-Marked: No
Assessment Description:
This will be a joint assessment with the methods module where students will work in groups to design and document a curriculum for indiviual learners (and give feedback to parents) and groups of learners, and to evaluate the effectiveness of the design.
Assessment Type: Presentation % of total: 40
Assessment Date: n/a Outcome addressed: 1,2,3
Non-Marked: No
Assessment Description:
Students will present in peer teams to the class on the process and output (teaching, learning and assessment strategy) designed and implemented. Self-reflection and peer feedback will also be included towards the overall marks on this assignment.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat the module
The assessment of this module is inextricably linked to the delivery. The student must reattend the module in its entirety in order to be reassessed.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Practical per week 2 Once per semester 0.17
Independent Learning No Description 8.5 Once per semester 0.71
Total Weekly Contact Hours 0.17
 

Module Resources

Recommended Book Resources
  • Anning, A., Cullen, J. & Fleer, M. (Eds.),. (2009), Early childhood education: Society and Culture, 2. Sage Publications Ltd, London, [ISBN: ISBN:97818478].
  • Dunphy, E.. (2008), Development through Formative Assessment. Background Paper to the Framework for Early Learning, www.ncca.ie.
  • Epstein A. (2006), The intentional teacher: Choosing the best strategies for young children's learning., National Association for the Education of Young Children.
  • McLachan C. Fleer M. Edwards, S.. (2013), Early Childhood Curriculum - Planning Assessment and Implementation, 2nd. Cambridge University press.
Supplementary Book Resources
  • Wood, E.,. (2013), Play, learning and the early childhood curriculum., Sage, London.
  • (2012), Organisation for the Economic Cooperation and Development, Starting strong III., Organisation for the Economic Cooperation and Development, Paris.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj, I & Taggart, B with Smees, R., Toth, K.,Welcomme,. (2014), Students’ educational and developmental outcomes at age 16., Department for Education,, London.
This module does not have any article/paper resources
This module does not have any other resources
Discussion Note: