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ECE503 - Curriculum Studies and Programming

2025

Sector

Higher Education

Discipline

Education

Credit Points

Equivalent Units

Prerequisites

Incompatible

Assumed Knowledge

Unit Description

Preservice teachers will develop specialised knowledge of the philosophies, principles and practices of early childhood education. This unit will develop preservice teachers knowledge of early childhood curricula and programming, particularly the Early Years Learning Framework (EYLF) and its integration with the Foundation and other levels of the Australian Curriculum. Preservice teachers will investigate transformational approaches to curricula through critiquing programming and practice issues for educators, learners, families and community in a range of contexts. Preservice teachers will analyse and critically reflect on their application of knowledge and their responsiveness to children, and the dynamic nature of curriculum, programming and play-based pedagogy in action. Theoretical and practical applications include links to curriculum expectations, learner goals and outcomes across all early years contexts in respect to differentiation, inclusion and social justice.

Unit Learning Outcomes

1.	Critically evaluate the historical, theoretical and philosophical underpinnings of contemporary approaches to early years' curricula principles and practice.
2.	Critically reflect on socio-political and cultural perspectives to advocate for transformative and inclusive curriculum approaches with respect to diversity and Indigenous perspectives.
3.	Synthesise theoretical and evidence informed pedagogical approaches, curricula knowledge and professional accountabilities into a personal teaching philosophy.
4.	Critically appraise the impact of contemporary issues on early childhood pedagogy and curriculum and their dynamic relationship in practice and personal philosophies.
5.	Apply professionally informed and responsive decision-making to content and planning cycles for diverse educational settings.
6.	Apply professionally informed strategies for partnering with families and carers to communicate curriculum and programming and articulate responsibilities of an early childhood teacher in partnering with families/carers in a range of settings.

Assessment Overview

	Assessment Task	Value (of total mark)	Related Learning Outcome/s
1.	Discussion board tasks (3 x 200 words)	10%	1,2,3,4,5,6
2.	Group project (1,000 words or 15 minute presentation)	20%	1,2,3,4,5
3.	Personal position statement (1,000 words)	25%	1,2,3,4,5,6
4.	Critical analysis (1,800 words)	45%	1,2,3,4

Unit Availability

Year	Semester	Att Mode	Location	Learning Method	Timetable*
2025	Semester 1	Internal	Casuarina Campus	OLR	View
2025	Semester 1	External	External Studies	OLR	View
2025	Semester 2	Internal	Casuarina Campus	OLR
2025	Semester 2	External	External Studies	OLR

* Timetable will be displayed in new tab or window depending on your browser's configuration; ensure Pop-ups are allowed for this site to view the timetable.

OLR: Internet access is required for this unit as students are required to access study materials provided on-line through Learnline. Please log into Learnline on the first day of each teaching period. For more information about Learnline, please click here.

Critical Dates

Important Dates for Students

Fee Information:
Fees and Payments
Student Services and Amenities Fees
2025 Domestic Unit Fees (PDF)