Question:

Curriculum Design Ideas

When working on your Curriculum Design it is important to start with

Information Gathering

as this information will inform the

design.

Information Gathering (This might become a heading in your web folio??)

• Start by identifying the group of children that you will

focus your planning on. In observing and interacting with children you will develop an idea or impetus for your design.

• You will then need to take into account the environment in which the program will be developed, how does the physical environment inform the planning and design of the curriculum.
• What interests and wonderings can you build on and encourage?
• What area/s of the Arts are key to the experiences, what do you need to

know, do or accessto support this?

Questioning (another heading???)

It is in this section that you make connections with the curriculum and the intent of your curriculum. You can develop an‘ Intentional teaching proposal’.

You will need to think about the EYLF and how this connects to intentional teaching of the Arts.It is also really important to connect with other learning areas that will be valuably supported and extended through your Arts Curriculum Design.

Planning (another heading???)

In this section you will need to illustrate how you would document the planning sequence. This may look like the daily/weekly planning that you use in an early learning setting, a template that you already use or something that you need to develop.

Planning would be presented to show–intentional Arts techniques, child-led discovery, types of documentation i.e Art Gallery,

photo story, learning story, dialogue, physical environment–use of provocations, weekly activities, indoor/outdoor experiences, provocations.

Acting (another heading???)

This section is the curriculum coming to life, the actual implementation

and working with children to experience the Arts. In this section you would elaborate on your planning, using the experiences that you have with children to illustrate the experience.‘ The-what actually happened…

’

Reflecting (another heading???)

This section would look at the process of curriculum design that you worked through. You would be evaluating the process,engaging in Reflective Practice and considering:

• What tools did you use for reflection and how were children included in this process?
• Reflect on your intentional teaching proposal
• What strategies did

you build into your planning to support your program?

• How would you modify, change or cater to the needs of children from 0-5? It is very important that you showcase the

different experiences that you could provide for babies as opposed to toddlers and pre-school children.

it would be beneficial to include images, resources, planning templates, examples of documentation. All this combined will provide the overall picture of the design.

Answer:

Introduction

The purpose of this assignment is to prepare a learning program for the children up to 5 years old. The reflective cycle of interpretation is used to promote the plan that is related to early years learning framework. The planning program will help the children to develop educational skills and also enhance the knowledge of understanding of various subjects.

Reflective Cycle

The framework of Early Years Learning aims to provide basic guidelines to the educators of children and help them develop their education planning program. There is certain step that needs to be followed in order to make an education plan for the children.

Information Gathering

The purpose of this education planning program is aimed for children below 5 years age. It is important to interact with the children of the age group in order to collect information about their ideas of knowledge and understanding. This information will help the educators to include various assignments within the learning program (Peers & Fleer, 2014).

Later it is also important to create a healthy environment in which the children will be taught. The rooms where the children will be taught needs to have attractive designs and wallpapers which will see that tension of young children.

The program also needs to include attractive and interesting assignment topics which will encourage the children and also developed the interest on learning. Animated videos can also be included as a part of art that is needed in the education program. This will enhance the children’s understanding with visual aid.

Questioning

Intentional Teaching Proposal is an important part of the planning of childhood education. This helps to develop the interest within the child about the new areas that they are learning. The main purpose of the teaching program is to introduce the children to various subjects related to development of the cognitive skills (Cheeseman et al., 2014).

The Intentional Teaching Proposal is a part of the Early Years Learning Program (EYLF) that helps in the development of the overall learning process.  It is important for the early childhood educator to take support from Arts curriculum as it helps in the development of visual aid of the children (Edwards & Bird, 2015). All the learning areas in the education program needs to be connected as it will help in overall coordination process for the educators and they will be able to develop the teaching strategy that is needed.

Planning

            In the very first week educators will collect information by interacting with the children. In the following week the educator will use the information in order to design the learning environment and the assignment that will help in the development of knowledge level of the children. Educators will also have to decide the visual aids that are needed in the overall process. It is important to have both indoor and outdoor environment within the learning centre that will help the children in all types of interactive sessions.

Finally, the educators can use the experience of teaching young children for for the development of the planning process.

Acting

            In order to teach the young children the educator need to have efficient communication skills that will help the children to encourage in the learning process.

With effective communication children can also understand the importance of the education program and also able to develop their skills of understanding in the respective subject. The experience that is gained by the young children will help them to interact with the educator. It is also important for the educator to make necessary changes in the planning program according to the weakness and strength of individual young children (Grieshaber & Shearer, 2013).           

Reflection

            In the overall planning process, it is important to use the tool of EYLF, which can provide the basic guidelines of childhood education program. The Intentional teaching program has been developed with the help of experience of the early childhood educators. The main purpose of the proposal is to increase the awareness among let children about the importance of their culture and general knowledge related to various important subjects.

The educators need to implement the basic learning strategy, which will aim to drive the interest of the young children. As the young children needs more time to develop their interest on education, it is important for the educators to make them feel comfortable with the help of effective communication skills. The attractive visual aids can also be used to achieve the same purpose.

Conclusion

            The main purpose of the overall early year education program is to ensure that the educators can develop better sense of understanding about the needs and requirement of young children.

Reference

Cheeseman, S., Sumsion, J., & Press, F. (2014). Infants of the knowledge economy: the ambition of the Australian Government’s Early Years Learning Framework. Pedagogy, Culture & Society, 22(3), 405-424.

Edwards, S., & Bird, J. (2015). Observing and assessing young children’s digital play in the early years: Using the Digital Play Framework. Journal of Early Childhood Research, 1476718X15579746.

Grieshaber, S., & Shearer, A. (2013). Continuity?: The early years learning framework and the Australian curriculum. Every Child, 19(4), 16.

Peers, C., & Fleer, M. (2014). The theory of ‘belonging’: Defining concepts used within belonging, being and becoming—The Australian early years learning framework. Educational Philosophy and Theory, 46(8), 914-928.