Module Code: H8DEC
Long Title Design and evaluation of curriculum
Title 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 Critically evaluate the appropriateness of learning, development and assessment strategies with an individual learner and groups of learners in an ECE setting
LO2 Critically evaluate current research and resources that may influence learning and development
LO3 Develop awareness of design thinking for use in the development of learning, development and assessment strategies
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
Critical evaluation of learning and assessment strategies
Purposes and types of assessment, formative and summative; links between assessment and stages of planning. Principles of curriculum design and assessment, definitions of curricula and assessment; features of curriculum implementation: planning, organisation, appropriateness for individual children and for groups of children to include cultural appropriateness and equality issues.
Critical evaluation of research and resources influencing learning
Contemporary assessment theory, influences on assessment; effective assessment; and outcomes of assessment. Consideration of how current theories of how children think and learn, underpin curriculum and assessment development in a particular context; examples of curricula, international (for example Reggio Emilia, Te Whariki, HighScope, Foundation Stage, Scottish and Scandinavian curricula) and national (Aistear; Early Start), will be analysed in the light of their underpinning philosophies.
How to design learning, development and assessment strategies
The practicalities of undertaking assessment for early learning; why it’s important to observe and plan for early learning; learning outcomes for children; opportunities for child initiatives and spontaneous learning. How to make short-term, medium-term and long-term plans. The contribution of setting as a whole to the facilitation of children’s learning; the contribution of children’s perspectives on their learning; the contribution of feedback from staff assessment and families to the development of curriculum planning and delivery in the setting. Documentation, portfolio building, child observation record, learning stories, frameworks generally; among other ways of recording information. Students will critically reflect on their experiences of curricula to date, apply and evaluate the principles of assessment for early learning from their experience; incorporating assessment of self as facilitator of children’s learning and developing criteria for the evaluation of curricula
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Assignment % of total: 70
Assessment Date: n/a Outcome addressed: 1,2,3
Non-Marked: No
Assessment Description:
Design, implement, document and evaluate learning experiences building on a group of children's interests over the semester.
Assessment Type: Presentation % of total: 30
Assessment Date: n/a Outcome addressed: 1,2,3
Non-Marked: No
Assessment Description:
Present to and manage questions from peers on the design assignment
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed

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
Lecture 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, 2nd. Sage Publications Ltd, London, p.248, [ISBN: 9781847874528].
  • Dunphy, E.. (2008), Supporting Early Learning and 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.
  • O’Doherty, C. (2007), A New Agenda for Family Support: Providing Services that Create Social Capital, Blackhall Publishing, Dublin.
Supplementary Book Resources
  • Wood, E.. (2013), Play, learning and the early childhood curriculum., Sage, London.
  • Organisation for the Economic Cooperation and Development. (2012), 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.
  • Harvey, B. (2014), The case for prevention and early intervention. Promoting positive outcomes for children, families and communities., Prevention and Early Intervention Networks., Dublin.
Recommended Article/Paper Resources
  • French, G. (2013), Early literacy and numeracy matters. An Leanbh Óg, OMEP Ireland Journal of Early Childhood Studies, 7.
This module does not have any other resources
Discussion Note: