TCHR2003

Curriculum
Studies
Tutorial 1
I acknowledge and pay
respect to the ancestors and
descendants of the Lands
upon which we work, meet
and study. I am mindful that
within and without the
buildings, the Land always
was and always will be
Aboriginal Land.
Over the next six weeks you will address the
following Unit Outcomes:
1. Describe and justify curriculum in early childhood education and care services.

2. Understand and demonstrate conceptual knowledge related to key learning areas

for children from birth to five years.

3. Argue, with reference to the literature, how curriculum key learning areas can be
applied to support children’s learning

4. Create and analyse learning environments of curriculum key learning areas for
children’s development and learning and explain the role of the early childhood
educator.
By the end of this module you will be able to:

Define the term Explain what a Become familiar Become familiar

curriculum holistic curriculum with the Early with some theories
in early childhood Years Learning that inform the
education is Framework (EYLF) design of
curriculum (e.g.,
constructivism)
 ON CAMPUS TUTORIAL: ONLINE TUTORIAL:

1) IN YOUR GROUP SELECT 4 1) IN YOUR GROUP REVIEW

OBJECTS/RESOURCES THAT THE 4 IMAGES ON THE

Group REPRESENT ECEC

CURRICULUM IN YOUR
OPINION. DISCUSS HOW
NEXT SLIDE. DISCUSS
HOW THE IMAGES
REPRESENT ECEC

activity 1: YOUR SELECTED

OBJECTS/RESOURCES
REPRESENT ECEC
CURRICULUM

2) DECIDE WHICH OF THE 4

What is CURRICULUM

2) DECIDE WHICH OF THE 4

IMAGES BEST
REPRESENTS ECEC
CURRICULUM IN YOUR

curriculum?
OBJECTS/RESOURCES OPINION – WHY AND
SELECTED BEST HOW?
REPRESENTS ECEC
CURRICULUM IN YOUR 3) SELECT A
OPINION– WHY AND HOW? SPOKESPERSON FROM
YOUR GROUP WHO WILL
3) SELECT A SPOKESPERSON FEEDBACK
FROM YOUR GROUP WHO
WILL FEEDBACK
1. 2.

3.
4.
Early Childhood Education curriculum vs
school curriculum:
ECE Curriculum:

“Curriculum encompasses all the interactions, experiences, routines and events, planned and
unplanned, that occur in an environment designed to foster children’s learning, development and
wellbeing. Children are receptive to a wide range of experiences. What is included or excluded from
the curriculum affects how children learn, develop and understand the world.” (p.7)
(Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia
(V2.0). Australian Government Department of Education for the Ministerial Council.)

School (primary and secondary) curriculum:

The Australian Curriculum has 3 dimensions: learning areas, general capabilities and cross-
curriculum priorities.

Of the 3 dimensions, the learning areas are the foundation of The Australian Curriculum. The
learning areas are: English, Mathematics, Science, Health and PE, The Arts, Humanities and
Social Sciences, Technologies. The learning areas identify the essential content that
teachers should teach, and we want students to learn.
Australian Curriculum, Assessment and Reporting Authority [ACARA] (2025). The Australian Curriculum (v.9).
• https://create.kahoot.it/share
/quiz-early-childhood-
education-ece-curriculum-vs-
school-curriculum/95c3feb0-
68c5-4f17-879d-26eb7d19e553
 Our beliefs about children, learning and
teaching influence our view of curriculum.
What is your image of the child?
 “The greatest development is achieved during
the first years of life, and therefore it is then that
the greatest care should be taken. If this is done,
then the child does not become a burden; he will
reveal himself as the greatest marvel of nature.
We shall be confronted by a child not as he was
considered before a powerless being an empty
vessel that must be filled with our wisdom.”

(Montessori, 1949)

Montessori International College, (n.d.). Maria Montessori [Painting]. The Montessori Way: Dr Maria Montessori. https://www.mic.qld.edu.au/the-
montessori-way/dr-maria-montessori/
 When we see children
as active, capable
learners then we…
• Acknowledge influence of background and
experiences on development and learning

• Link to prior knowledge/experience of learner

• Identify interests/abilities of individual learner

• Consider relevance and meaning for the

learner

• Recognise each individual’s learning style

• Support the learner’s holistic development –

intellectual, social, emotional, physical
 Curriculum decision-making

Curriculum decision making is an on-going cycle, it does not stop once

decisions are made

Developing your own teaching approach involves clarifying your views about:
• What is early childhood education for? (other than to • How should this learning take place?
act as a support for families)
• How will you organise your classroom to
• What is schooling for? support children’s learning?

• What should a child learn in early childhood

education?
 Checkpoint
By the end of this module you will be able to:

Define the term Explain what a Become familiar Become familiar

curriculum holistic curriculum with the Early with some theories
in early childhood Years Learning that inform the
education is Framework (EYLF) design of
curriculum (e.g.,
constructivism)
Complete self access Module 1 (if you haven’t already)

Module readings and own additional research

Draft response to Task 1 Question 1 this week whilst

information is still fresh

Prepare for next week by completing self access Module 2.

Attend/view this week’s Workshops

 References
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming and planning in early childhood settings (6th edn). Cengage Learning Australia.
https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/detail.action?docID=1990997

Australian Children’s Education and Care Quality Authority [ACECQA] (2023). Information Sheet 1: Belonging, Being & Becoming. Holisitic, integrated and interconnected
approaches. https://www.acecqa.gov.au/sites/default/files/2023-07/InformationSheet_EYLF-Holistic%20integrate_Practices.pdf

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian
Government Department of Education for the Ministerial Council.

Australian Curriculum, Assessment and Reporting Authority [ACARA] (2025). The Australian Curriculum (v.9). https://v9.australiancurriculum.edu.au/

Department of Education and Training [DET]. (2019). Belonging, being and becoming: Early Years Learning Framework for Australia. Commonwealth of Australia.

Department of Education, Employment and Workplace Relations [DEEWR]. (2010). Educators Guide to the Early Years Learning Framework of Australia. Commonwealth
of Australia.

McLachlan, C., Fleer, M., & Edwards, S. (2013). Frontmatter. In Early Childhood Curriculum: Planning, Assessment, and Implementation (pp. I-Iv). Cambridge University Press.

Montessori, M. (1949). The Absorbent Mind. Madras: Theosophical Pub. House.