CURRICULUM & PEDAGOGY

Curriculum, Pedagogy and Creating Learning Environments within your KLA

Curriculum, Pedagogy and Creating Learning Environments within your KLA

Introduction

Pedagogy refers to the knowledge and skill that a person needs to develop in order to become a successful teacher (Abbott & Langston 2005). This definition is developed further into the 'four domains' of pedagogy, which are subject and curriculum knowledge; teaching repertoire of skills and techniques; teaching and learning models; and conditions for learning. This means that a teacher has to choose the best method to meet a particular learning objective, and also to tailor that to the needs of a specific group of pupils. There are numerous decisions that have to be made, based on knowledge of the curriculum, and previous assessments of the pupils (Yelland 2006; Whalley 1997)). Different models will suit different situations. On the other hand, Curriculum refers to a range of educational experiences, planned and unplanned, associated with student learning. Content is only part of the educational experience. In this paper, I reflect upon the issues of curriculum, pedagogy as it relates to my teaching practice. In doing so, I present an overview of the best ways that may help in creation of best learning environment. A review of the role of NSW education is also given to appreciate the role of facilitating the key learning areas (KLAs) for teachers.

Discussion

The issue of what is 'good' for children in the early years of their organised education is one that impinges on many factors and which has pervaded policy and practice in modern times. The extent to which early childhood education is 'good' for children, the forms of early years practice and types of provision which are most 'effective' and the activities in settings which are 'best practice' in extending children's holistic development are all questions which, together, inform discussion about the 'quality' of provision for young children - and more recently - for their families too (Penney 2006). The 'quality' discussion centres on what is offered to young children, where it is offered, by whom and to what effect (Yelland 2006).

Definitions of 'high' or 'good' quality - or of 'best practice' - and beliefs about how to achieve such quality in providing for children's early education and care determine many things, such as the qualifications of staff who work with young children, the nature of equipment, the premises and physical surroundings and facilities, the nature of the curriculum, the pedagogical practices - to name but a few (Abbott & Langston 2005). Discussion in the early childhood literature on quality suggests that the many factors which contribute to quality provision - which is 'good' for children - include:

the involvement of parents;

liaison between a range of agencies and sectors;

the rights and needs of the children;

environment, equipment and resources;

health, safety and protection;

curriculum and learning opportunities;

roles of professionals and responsible adults;

management and organisation;

observation, assessment and recording achievement;

Evaluation and review of provision.

National Standards exist to ensure that provision meets agreed levels of care though these alone do not necessarily constitute ...