ERO’s report Priorities for Children’s Learning in Early Childhood Services (May 2013) shows that in services where the curriculum was highly reflective of their priorities for children’s learning, the processes associated with curriculum design, teaching and assessment practices, and self review were well aligned.
Although many services in the 2012 evaluation were implementing the various processes associated with curriculum, assessment and self review, the alignment between these was often lacking. Some services had the processes in place, but had not identified their priorities for learning.
Figure 1 shows the alignment between the processes and suggests some questions that services can consider when determining and responding to priorities for children’s learning.
Figure 1: Priorities for children’s learning