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EDE4103 Multilevel Early Childhood Pedagogy and Curriculum

Semester 1, 2014 Online Toowoomba
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Teacher Education and Early Childhood

Contents on this page


Examiner: Deborah Geoghegan
Moderator: Nicole Green


Pre-requisite: EDC3100

Other requisites

Students must have successfully completed the entire previous year's professional experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: //


Curriculum is often taken to mean a course of study. When we set our imaginations free from the narrow notion that a course of study is a series of textbooks or specific outline of topics to be covered and objectives to be attained, broader and more meaningful notions emerge" (Connelly & Clandinin 2006, p.1). To construct curriculum effectively it is widely recognised that early childhood teachers rely upon their prior knowledge and their personal experience as well as the knowledge, interests and experience that each child brings into the early childhood classroom. While Curriculum Guidelines and Syllabus documents offer direction about what to teach, ultimately it is the early childhood teacher who makes decisions about the creation and construction of this curriculum. Early childhood educators require an understanding of how negotiated curriculum decision making can be enacted in the early years' multi-age contexts given schools' focus on curriculum document frameworks.


This course will provide practical frameworks for making curriculum effective and meaningful for children in the early years of school. It is designed to assist students to develop confidence and professional competence necessary for creating responsive learning and teaching environments in the early years of school in multi-age contexts. This course will investigate curriculum priorities in the early years of school and will explore school and institutional policy and practice. It will involve an in- depth and critical examination of curriculum documents with particular emphasis on teaching in P-3 multi -age settings. Students will explore organisation and administration of P-3 classes in which they will experience their teaching practice. Emphasis will be placed on the development of integrated, authentic inquiry -based programs and assessment with a strong focus on incorporating early childhood philosophy and pedagogical approaches in the early years of school. A 25 day professional experience placement is attached to this course. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.


The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:

  1. analyse emerging curriculum priorities and policies which relate to P-3 (Assignment 1, assignment 2 and Professional Experience; Professional standards2.1,2.2,2.3,2.4,2.5,2.6)
  2. design integrated and negotiated programs based on P-3 curriculum documents ( assignment 2 and Professional Experience 2.1,2.2,2.3,2.4,2.5,2.6)
  3. demonstrate the ability to enhance access and equity in early childhood programs (assignment 2 and Professional Experience 1.1,1.2,1.3,1.4.,1.5,1.6;2.4,2.6)
  4. create motivating, challenging and creative early years learning programs (assignment 1, assignment 2 and Professional Experience 2.1,2.2,2.3,2.4,2.5,2.6; 3.1,3.2,3.3,3.4,3.5,;4.1,4.2,4.3,4.4,4.5;5.1,5.2,5.3,5.4)
  5. critically reflect on own professional development and their personal pedagogy for children in the early years of school ( Assignment 1, Assignment 2 and Professional Experience, Professional standards 6.1,6.2,6.3,6.4, 7.1)
  6. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 1, Assignment 2 and Professional Experience, Professional standards 6.2)


Description Weighting(%)
1. Emerging trends and recent policies related to early years of school curriculum. 20.00
2. P-3 curriculum documents 25.00
3. Integrated and negotiated programming and planning 25.00
4. Assessment in the early years of school 15.00
5. Ways of conceptualising curriculum and theories related to curriculum development in early years classrooms 15.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • No text required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S (2012), Programming and planning in early childhood settings, 5th edn, Cengage Learning, Melbourne.
  • Bodrova, E., & Leong, D (2006), Tools of the mind: the Vygotskian approach to early childhood, 2nd edn, Pearson Merrill, Upper Saddle River, New Jersey.
  • McLachlan, C., Fleer, M., Edwards, S.E (2010), Early Childhood Curriculum: Planning, assessment and implementation, Cambridge University Press, Australia.
  • Tomlinson, C. A (2006), Integrating differentiated instruction and understanding design: connecting content and kids, Association for Supervision & Curriculum Development, Alexandra, VA.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information //

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PRACTICUM 1 1 04 Mar 2014 (see note 1)
SEMINAR 100 39 21 Apr 2014

  1. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no examinations in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. //

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.

  2. IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the state of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT ?BLUE CARD?. For further information: // and
    *If you are undertaking practical experience outside the state of Queensland, Australia you should check local requirements.