CURRH4004 Curriculum Development Continuous Assessment | TU Dublin
Part 1 CURRH4004 Continuous Assessment Assignment
| Module | CURRH4004 Curriculum Development |
| Year Group | 4 |
| Assignment Title | Develop and design an Early Childhood Education and Care (ECEC) Curriculum for an ECEC setting |
| Word Count | 5000 (+/-10%) |
| Weighting | 100% |
Module Learning Outcomes (LO)
LO1 – Analyze the development of the main philosophies, theories and traditions that underpin curricula
LO2 – Evaluate the main stakeholders who impact on curriculum development and design
LO3 – Critically reflect on one’s own role in emergent and developmental curriculum when planning and designing a curriculum within one’s own area of interest
LO4 – Demonstrate knowledge of the different curricular positions
LO5 – Debate the importance of children’s voice and active engagement in curriculum development and design
Word Count
The student will develop and design a play-based emergent curriculum for an Early Childhood Education and Care setting. The student will:
400 – Critically evaluate and reflect on the curriculum of the setting you are currently on placement in.
700 – Analyse the curriculum positions and traditions that underpin the curriculum in the setting
700 – Analyse Aistaer (2024). To do so, carry out the analysis worksheet and write up a synopsis of your findings. Consider this analysis when developing your curriculum.
600 – Discuss the main stakeholders who impact the development and design of early childhood curricula
1000 (200+800) – Select a curriculum design model and briefly provide a rationale for choosing the model you have chosen. Using this model, design a play-based emergent curriculum that aligns with Aistear (2024).
1000 – Analyse and clearly describe the Early Childhood Educators’ role within a play-based emergent curriculum, including critical reflection, pedagogy, knowledge, values, prejudices, and biases in your analysis.
600 – Explicitly outline how the curriculum you have designed provides an authentic space for the child’s Agency and voice.
Please refer to relevant theories, journal articles, research, and policy documents in each of the sections outlined above