Students
ABEP130 – Introduction to Teaching ATSI Children
2015 – S2 External
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Deborah Garrett
Contact via 0402316196
X5B276
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
ABEC120
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
In this unit students are introduced to observation techniques and strategies for working with young children. Students explore the roles of early childhood teachers responsible for the needs of individual children in various contexts, including contexts with Aboriginal and Torres Strait Islander children. This unit includes a series of 5 observation days and a block of 15 teaching days with young children aged 0-2 years or 2-5 years. Students plan and evaluate culturally and developmentally appropriate experiences for individual children during the block.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Assignment 1 | 5% | 27/7/2015 |
| Readings | 30% | Weekly |
| Collection related to Land | 40% | 27/9/2015 |
| Guided Experience | 25% | 27/9/2015 |
Assignment 1
Due: 27/7/2015
Weighting: 5%
Part A due: Week 2 in Session Three
It is the students’ responsibility to have their folder completed and ready for marking in class. If you experience misadventure or illness you must contact the unit coordinator by phone on the day of your tutorial. If adequate documentation can be supplied alternate arrangements for marking the folder may be made.
On successful completion you will be able to:
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Readings
Due: Weekly
Weighting: 30%
Each week students are to submit answers to the questions provided with the weekly readings.
The readings and questions are in your workbook.
They have to be submitted via Turnitin.
On successful completion you will be able to:
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Collection related to Land
Due: 27/9/2015
Weighting: 40%
You are required to include five plans that show your use of your Collection related to land and country. These will be included in the facilitating learning section of your assignment. They must be fully evaluated and signed by your cooperating teacher.
On successful completion you will be able to:
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Guided Experience
Due: 27/9/2015
Weighting: 25%
Please see workbook
On successful completion you will be able to:
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Delivery and Resources
* Arthur, I., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2012). Programming and planning in early childhood settings. (5th Ed.).Victoria: Thomson
Please note: There is a sixth edition and readings will be aligned with the 5th Edition.
* MacNaughton, G. & Williams, G. (2009). Techniques for teaching young children. (3rd Ed.). Australia: Longman
Unit Schedule
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Session |
Topic |
What we will do |
What you have to do to complete your assessment between the first on campus block school and Professional Experience |
Completed |
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Session One Part A |
Introduction to ABEP 130 and Theories of Practice
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Unit outline Available online at ilearn.
Study and Tutorial Workbook 1 Available online at ilearn
Early Years Learning Framework You will have a copy of this from previous studies. You can also access this online. Links are provided in the Readings section on ilearn.
Watch Write Reflect To Do Look at ilearn Collect two items |
Read Introduction Learning Outcomes Graduate Capabilities Read Arthur et. Al. (2012) Chapter 1 – Setting the Scene Read MacNaughton and Williams (2009) Chapter 1 - Positioning equipment and materials Respond Write Draw Answer the questions and submit to Turnitin Reading 1. |
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Session One Part B |
Professional Experience (PE) Expectations and Guidelines Including overview of Working Professionally
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Write Reflect To Do Set up folder Look at ilearn Collect two items |
Read Arthur et al (2012) Chapter 7 - Understanding the Setting Read MacNaughton and Williams (2009) Chapter 2- Collecting Read Professional Experience Expectations and Guidelines Read Professional Experience Handbook Respond Write Draw Answer the questions and submit to Turnitin Reading 2. |
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Session Two |
Evaluation Report Element 1: Building Relationships |
Watch Write Reflect To Do Prepare folder for Assessment Collect two items |
Read Arthur et al (2012) Chapter 10 - Relationships and interactions in children’s learning Read MacNaughton and Williams (2009) Chapter 10 – Listening Respond Write Draw Answer the questions and submit to Turnitin Reading 3. |
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Session Three |
Evaluation Report Element 2: Understanding Children |
Watch Write Reflect To Do Hand in folder for assessment Collect two items |
Read McNaughton and Williams (2009) Chapter 13 – Questioning Read McNaughton and Williams (2009) Chapter 3 - Scheduling Respond Write Draw Answer the questions and submit to Turnitin Reading 4.
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Session Four |
Evaluation Report Element3: Facilitating Learning |
Watch Write Reflect To Do Prepare folder for Assessment Collect two items |
Read Arthur et al. (2012). Chapter 9 - Documenting and assessing children’s learning Read Arthur et al. (2012). Chapter 11 - Planned and spontaneous learning environments Respond Write Draw Answer the questions and submit to Turnitin Reading 5. |
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Session Five Part A |
Evaluation Report Element4: Critical and Reflective Practice |
Watch Write Reflect To Do Hand in Professional Experience Folder Collect two items |
Read Arthur et al (2012) Chapter 4 - Evaluation and reflection to strengthen philosophy in practice Read MacNaughton and Williams Chapter 11 - Modelling Respond Write Draw Answer the questions and submit to Turnitin Reading 6. |
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Session Five Part B |
Evaluation Report Element 5: Working Professionally |
Watch Write Reflect To Do Collect two items Make sure you have all the readings and two texts as you leave. |
Read Code of Ethics Reread Professional Experience Handbook Reread Professional Experience Guidelines Put these at the front of each section in your folder Read Arthur et.al. (2012) Chapter 2 - Children, families and communities Respond Write Draw Answer the questions and submit to Turnitin Reading 7. |
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Orientation Days |
29th July-14th August |
5 days |
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Practicum Week One |
17th – 21st August |
5 days |
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Practicum Week Two |
24th-28th August |
5 days |
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Practicum Week Three |
31st August – 4th September |
5 days |
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Session Six
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Mathematics and Science in Early Childhood Settings
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Watch Write Reflect To Do
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Early childhood literacy and numeracy: Building good practice. Answer the questions and submit to Turnitin Reading 8. |
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Session Seven
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Literacy in Early Childhood Settings
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Watch Write Reflect To Do
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Read MacNaughton & Williams – Chapter 14- Reading Answer the questions and submit to Turnitin Reading 9. |
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Session Eight |
Arts in Early Childhood Settings
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Watch Write Reflect To Do
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Read MacNaughton and Williams (2009). Chapter 16- Singing Answer the questions and submit to Turnitin Reading 10. |
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Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes
- Identify with the role of the professional early childhood teacher in prior to school settings.
- Develop an understanding of the early childhood curriculum and teaching strategies that support children’s learning, development and wellbeing.
- Interact with young children, and adults, in a way that supports relationship formation, learning and development.
- Complete and interpret observations of individual and small groups of children and identify implications for teaching.
- Plan, implement and evaluate appropriate learning experiences for young children.
- Critically reflect on teaching issues, practices and experiences.
Assessment tasks
- Assignment 1
- Readings
- Collection related to Land
- Guided Experience