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Curriculum- Education

Types of Assessment
Formative - can refer to a range of formal and informal assessment procedures used
by teachers during the learning process - purpose is to modify teaching and learning
activities accordingly
Summative-
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Diagnostic- used to identify individual strengths, areas for improvement and to inform
next steps
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g
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Key Points- Consider ethnicity and identity of children
- Reflect on views of family members
- Changing language and information so a child can understand
- Reflecting continually on the current circumstance surrounding the environment
- Written plans should focus on the needs of a child and improve their experiences
Types of Assessment:
- Questioning
- Projects
- Discussion
- Observation
- Practice Presentations
Pros- Learning schedule for children
- Check-ups on their learning
- Evaluation of what they may have already learnt
- Identifying disabilities
- Engaging what level they’re learning at
- Specialised skills
- Including play

Curriculum- Education
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Primary and Secondary socialisation
Hidden Curriculum

Cons- Stress levels higher in children
- How valid are the measures and outcome
- Is it testing knowledge or durability
- Is it to evaluate the school or child
- Evaluation could be objective, different views or lo’s
- Funding- political/policies – Every Child Matters
- Play- norms and values may not be met
- Social norms such as not being late might not be learnt- not functional
Further Reading• https://www
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com/education/2016/mar/15/children-learn-play-ageeight-lego
https://assets
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service
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uk/government/uploads/system/uploads/atta
chment_data/file/663560/28933_Ofsted_-_Early_Years_Curriculum_Report__Accessible
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(2013) Diversity & Inclusion in Early Childhood
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• Dubiel, J
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2nd
edn
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• Ewens, T
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• Northwich: Critical Publishing Ltd
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, Hindmarch, D
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, and Machin, L
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• Male, B
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London: Continuum
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(2015) Teaching children and young people with special
educational needs and disabilities
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• Reading List; Recommended Texts/Support Materials
• Mukherji, P
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(2014) Foundations of Early Childhood, London: Sage
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& Duffy, B
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6 th edn
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Sewell, K
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Exeter: Learning Matters
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and
Street, A
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London: SAGE
• Chantel, R
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• Campbell, C
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(2017) ‘Introducing the 'new‘ digital literacy of coding
in the early years’, Practical Literacy: The Early and Primary Years, 22(3), p
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• Conole, G
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(2004) ‘What are the affordances of information and
communication technologies’, Research in Learning Technology, 12(2), pp
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, Dyke, M
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and Seale, J
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17-33
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1016/j
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2003
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018
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, Hakkarainen, K
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(2004) ‘Practices and orientations
of CSCL’, in Strijbos, J
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and Martens, R
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) What we know

Curriculum- Education
about CSCL: And Implementing it in Higher Education
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31-50

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