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Curriculum Approaches
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EDMAS6033 - Curriculum Approaches
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20250200
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Course
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Unit
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3.2
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2026-06-16
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2026-06-16
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Education
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Institute of Education, Arts & Community
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Education
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Postgraduate - Coursework
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15
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.125
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070101
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Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/edmas6033">070101 - Teacher Education: Early Childhood</a>
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Graded (e.g. HD, D, C, etc)
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9
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Masters Degree
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Intermediate
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<p>This unit is designed to introduce Pre-Service Teachers (PSTs) to influential thinkers in the field of early childhood education. PSTs will explore both historical and contemporary approaches to early childhood and their impact on pedagogy and the wellbeing of young children. Alternative curriculum approaches will be examined with a focus on Nature Pedagogy. The importance of multicultural and Aboriginal and Torres Strait Islander perspectives will inform curricula decision-making and socially inclusive practices. In this unit, PSTs will continue to develop their teaching portfolios, teaching philosophy, and professional learning plan, the outcome of which will allow the PST to highlight professional learning needs and begin to plan for their own ongoing professional development and professional identity</p>
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<p>Topics to be covered may include:<br>
• Changing worlds of childhood<br>
• Influential thinkers in the field of early childhood and learning theory, such as but not limited to: Froebel, Dewey, Vygotsky, Piaget, Montessori, Pestalozzi, Bruner, Steiner<br>
• Approaches to early childhood education, such as but not limited to: Reggio Emilia, Te Whariki, critical, play-based, nature pedagogy, inquiry learning, strength-based, interest based, multicultural and Aboriginal and Torres Strait Islander approaches<br>
• Globalisation<br>
• The digital world<br>
• Policy environments<br>
• Children and creativity<br>
• Learning environments and the implications for the total wellbeing of children<br>
• Developing our own teaching philosophy<br>
• Selecting teaching strategies that match the student's teaching philosophy<br>
• Critical reflection<br>
• Curricula and regulatory frameworks<br>
• Professional Learning<br>
• Australian Professional Standards for Teachers (APST)<br>
• Professional networks and organisations</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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Overview
Key information
Requisites
Learning outcomes
Assessment
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Overview
Unit description
<p>This unit is designed to introduce Pre-Service Teachers (PSTs) to influential thinkers in the field of early childhood education. PSTs will explore both historical and contemporary approaches to early childhood and their impact on pedagogy and the wellbeing of young children. Alternative curriculum approaches will be examined with a focus on Nature Pedagogy. The importance of multicultural and Aboriginal and Torres Strait Islander perspectives will inform curricula decision-making and socially inclusive practices. In this unit, PSTs will continue to develop their teaching portfolios, teaching philosophy, and professional learning plan, the outcome of which will allow the PST to highlight professional learning needs and begin to plan for their own ongoing professional development and professional identity</p>
Unit content
<p>Topics to be covered may include:<br> • Changing worlds of childhood<br> • Influential thinkers in the field of early childhood and learning theory, such as but not limited to: Froebel, Dewey, Vygotsky, Piaget, Montessori, Pestalozzi, Bruner, Steiner<br> • Approaches to early childhood education, such as but not limited to: Reggio Emilia, Te Whariki, critical, play-based, nature pedagogy, inquiry learning, strength-based, interest based, multicultural and Aboriginal and Torres Strait Islander approaches<br> • Globalisation<br> • The digital world<br> • Policy environments<br> • Children and creativity<br> • Learning environments and the implications for the total wellbeing of children<br> • Developing our own teaching philosophy<br> • Selecting teaching strategies that match the student's teaching philosophy<br> • Critical reflection<br> • Curricula and regulatory frameworks<br> • Professional Learning<br> • Australian Professional Standards for Teachers (APST)<br> • Professional networks and organisations</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edmas6033">070101 - Teacher Education: Early Childhood</a>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Examine and critique research into various theoretical influences and approaches that have and continue to impact on curriculum decision-making</p>
K2
<p>Examine the impact of globalization, the digital world, policy environments, curriula and regulatory frameworks on the education of young children</p>
K3
<p>Demonstrate a deep awareness of how learning environments, in particular natural environments contribute to the learning and wellbeing of children</p>
K4
<p>Demonstrate an understanding of the role of professional networks, early childhood and other organisations in their continued development as early childhood teachers (ECTs).</p>
S1
<p>Research, critique and critically reflect on various influences and approaches in early childhood education and how they impact contemporary pedagogical practice</p>
S2
<p>Develop a teaching philosophy that clearly articulates theoretical perspectives, validates selection of approaches and teaching strategies and demonstrates cultural sensitivity</p>
S3
<p>Formulate a professional learning plan that includes clear goals and strategies and demonstrates an understanding of the role of professional and community networks in the development of teachers</p>
S4
<p>Provide professional peer review and feedback</p>
A1
<p>Examine a range of theoretical perspectives and approaches that influence curriculum decision-making</p>
A2
<p>Demonstrate an understanding of the impact of theoretical perspective and approaches in developing a philosophical approach to teaching</p>
A3
<p>Demonstrate an ability to propose goals, strategies and professional networks and organisations that will support their continued learning and development</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Teaching Philosophy PSTs will develop an Initial Teaching Philosophy for presentation to their colleagues/peers. The philosophy and presentation must explain how their philosophy is guided by influential philosophies/ approaches that impact on contemporary early childhood pedagogical practice. The philosophy and presentation must be well supported by relevant early childhood literature. Peer/collegial feedback will be sought on the philosophy following presentations before final submission of the teaching philosophy.</p>
<p>Teaching Philosophy Presentation and Collegial Feedback</p>
<p>40% - 60%</p>
K1, K2, K3, S1, S2, S4, A1, A2
2
<p>Professional Learning Plan As PSTs further develop their e-portfolio started in EDMAS6062 Engaging Professionally 2: Infants and Toddlers, PSTs will focus on developing an initial Professional Learning Plan as they prepare for their final Professional Experience placement and/or entry into the profession as an ECT. The professional learning plan is to include goals that clearly link to APST standards, strategies for achieving goals and suggestions of possible evidence that will demonstrate progress towards meeting goals. PSTs must also consider what professional networks and organisations might support them as they enter the profession as ECTs.</p>
<p>Professional Learning Plan</p>
<p>40-60%</p>
K4, S3, A3
Supplementary assessment available:
Yes
Supplimentary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edmas6033">070101 - Teacher Education: Early Childhood</a>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Disclaimer
<em>Information in the Federation Handbook is correct at the time of publication. The University reserves the right to alter any course, unit, procedure or fee.</em>
Additional information
Add Info Static Text
Internal reference: EDMAS6033 - U3.2