• Identify curriculum as practice and process, as content and outcomes
• Outline the underlying principles, and practices of a range of curricula
• Examine Aistear as a curriculum framework
• Explore the pedagogical roles and practices of educators in a range of curricula (birth to six years)
• Discuss the politics and policies informing curriculum

• Lectures, seminars, case-study scenarios, experiential exercises, group discussions and independent learning

• Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
• Continuous Assessment detail(s): This module will be assessed through a range of work which can include: Reflective journal, Student portfolio, Observation tasks, Resource file, Policy audit, Presentation, Research paper, Curriculum development, Children’s work portfolio, etc.

• Pass standard: 40%
• Could the result of this module be capped? No
• Satisfactory attendance is a requirement of this module

• Are supplemental/resit registrations permitted? Yes
• As above
• Is Supplemental Continuous Assessment registration permitted? No
• Is Supplemental Continuous Assessment capped? No

NCCA (2009) Aistear: The Early Childhood Curriculum Framework. Dublin: NCCA.

Bruce, T. (2012) Early Childhood Practice: Froebel Today London: Sage Publications.

Thornton, Linda & P.Brunton (2007) Bringing the Reggio Approach to your Early Years Practice. Oxon: Routledge.

Lee, W., Margaret Carr, Brenda Soutar, Linda Mitchell (2012) Understanding the Te Whariki Approach: Early Years Education in Practice. Oxon: Routledge.

Wiltshire, M. (2011) Understanding the High Scope Approach: Early Years Education in Practice. Oxon: Routledge.

Isaacs, B. (2012) Understanding the Montessori Approach: Early Years Education in Practice. Oxon: Routledge

Nicol, J. (2011) Understanding the Steiner Waldorf Approach: Early Years Education in Practice. Oxon: Routledge.

This timetable is not currently available, please contact the Froebel Education Department.