Case study of an Early Childhood inclusive curriculum design and assessment

Order type: EssaySubject: EducationAcademic level: MasterStyle: Harvard

This task is about inclusive planning. Students are expected to develop a case study in which they design a piece of curriculum (complete with an assessment task) that incorporates individualised learning plan (ILP) sequencing principles. The purpose is to plan curriculum and assessment that both responds to individual learning needs for a particular learner, while being appropriate for a whole class context. To put this another way, being conscious of learner needs and strengths of one particular learner, students are to develop curriculum and assessment to suit their teaching context that will be appropriate for an Early Childhood class. Students will draw on individual planning principles and an appropriate framework of curriculum design, such as Understanding by Design and Differentiation (Tomlinson & McTighe, 2006) or the inclusive pedagogical approach (Florian, 2014).PLEASE BREAK UP THE ESSAY INTO THE FOLLOWING PARTS:Part 1 – CONTEXT (of learner needs, strengths, learning environment, curriculum, framework of differentiation)Context is key.First, students must identify a target learner in a classroom situation that fits their teaching context and method (IN THIS CASE, “John” who is 5 years old who suffers from ADHD and is in a kindergarten setting early childhood).Some research might be done here—students might choose to develop understanding about the learning needs and strengths of “JOHN” by conducting research into what tends to typically characterise learner needs and strengths, or both.Second, students will need to articulate the learning needs and strengths explicitly.In Victoria, learners with disabilities generally require an IPP (Individual Program Plan).IPP process is as a set of interrelatedactions that can be described as the following six steps.1. Identifying needs2. Setting the direction3. Creating a plan4. Implementing the plan5. Reviewing and revising6. Transition planningUsing the INDIVIDUAL PROGRAM PLAN that is uploaded for more information, make sure these 6 steps are addressed IN ACCORDANCE FOR JOHN.Third, students also need to set the context of their learning environment—1) The class and school (KINDERGARTEN CLASSROOM)2) The curriculum & type of work that you intend to do with them (EYLF-COME UP WITH A LESSON PLAN)3) Demonstrate how you would differentiate curriculum and assessment to suit their particular strengths.This section of the assessment tasks asks you to fill out the description of their learning needs, the learning environment, curriculum context and justification for drawing on a framework such as the Understanding by Design and Differentiation framework.PART 2 – CURRICULUM & ASSESSMENT DESIGNFirst, students are expected to develop sequencing of an IPP that moves the articulation of the learners’ strengths into achievable goals against the EYLF. Meaning that we need to apply the complex task of individual and inclusive planning so that we can bring JOHN along with the rest of her/his class to access the work equitably. To get started, consider the individual program plan (early childhood) sequence. DESIGN A CURRICULUM : 1)objectives, 2) assessment & 3) class activities). and 1 LESSON PLAN.Second, students must develop these goals along with general learning intentions for a whole class, and draw on them accordingly to design curriculum for all students in the class context, noting explicitly how the target learners’ needs are to be catered for in their design.Third, students must design an assessment task that accounts for the above. That is, an assessment task that provides for all learners in a class, including the target learner, which will map their learning development against the curriculum.Fourth, students might incorporate details here about how differentiation is made possible to support all learners in the class context.Part 3: RESOURCESPart 3 of the criteria asks students to support their case study (design of curriculum, assessment and differentiation) with appropriate resources.First, students must acknowledge the applicable policy context. For example, if students identify a learner with a disability as their target learner, they must acknowledge the implications of the Disability Standards for Education, and how it is applied in the context of individualising learning in a school setting.Second, students need to consider drawing on appropriate services and/or programs to support the function of the heterogeneous classroom in which their case study is contextualised. In this case the learner identified, JOHN, has ADHD, the case study might incorporate support from an outside organisation. Explicit reference to a program/service and understanding of what this might bring to your classroom is important.Third, students need to support their case study, the design of curriculum and assessment, and the strategies undertaken by citing appropriate literature. This can be a combination of theoretical and empirical work, and students might start by consulting material from the unit.Part 4: Critical analysisA critical analysis concludes the case study.Students might take a step back from the case to consider what strength-based planning, differentiation, the curriculum design framework, and any number of other possible themes brought to their understanding. Students might also consider what planning work in this way brings to their understanding as an educator, and reflect on whether or not this approach is useful to their practice. Critical analysis of this type is more of a reflective piece, in which students consider what they have done and how it might contribute to their role going forward.==============