Students

ECHP325 – Professional Experience 5

2017 – S2 External

General Information

Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Unit convenor
Helen Little
Contact via via iLearn Dialogue
X5B235
By appointment
PE Co-ordinator and tutor
Catherine Jones
Contact via via iLearn Dialogue
By appointment
Credit points Credit points
3
Prerequisites Prerequisites
ECHP222 and ECHE220
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit incorporates both theoretical and practical aspects of teaching and working in early childhood contexts. Students in this unit will explore and examine theories of learning and develop a critical understanding for (i) observing, recording and planning for diverse learners, (ii) provisioning the outdoors as a learning space for young children, and (iii) embedding sustainability practices in everyday teaching. Students will continue to develop their teaching skills and complete 20 days of Professional Experience in an early childhood setting.

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:

  • 1. Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 5. Engage in active, careful and critical reflective practice.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.
  • 7. Observe, plan and document the children’s learning whilst on PE.

General Assessment Information

Full details about each assignment is provided in the Unit Outline on iLearn.

Assessment Presentation & Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through turnitin in .doc or .pdf format for submission.
  • It is the onus of the student to ensure that all assessments are successfully submitted through turnitin.
  • Faculty assignment cover sheets are NOT required for this unit.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

 

When preparing your assignments, it is essential that:

  • Students must retain a copy of all assignments before submission, and retain the copy until your final grade for the subject has been received;
  • Marks will be deducted if you submit your assessment late (refer to the ‘late assessments’ section below for more details);
  • Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.
  • If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. No failed assessment may be re-submitted.

 

Final Submissions

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
  • Late submissions due to last minute technical difficulties will incur a lateness penalty.*

 

Late Assessments:

A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set. 

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

Extensions:

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.

In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:

https://students.mq.edu.au/study/my-study-program/special-consideration/disruption-to-studies

Disruption to Studies

The following link takes you to the Disruption to Studies policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.

https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/disruption-to-studies

 

Units with Submissions of Family & Children’s Records

Family and Children’s Records 

Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the IEC Academic Honesty Handbook). Please note that submitted records can only be used once for assessment purposes.

 

Confidentiality

Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children. 

Academic Honesty Guidelines:  

All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. Early Childhood students are required to use the American Psychological Association (APA) (6th ed.) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015).

The following guide can be purchased from the Co-op Bookshop. This is a required text: *

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.

Assessment Tasks

Name Weighting Hurdle Due
Planning for Diversity. 30% No Week 7
Professional Experience 0% Yes Weeks 10 - 12
Philosophy in Practice 30% No Week 13
Planning for Learning 40% No 13 November

Planning for Diversity.

Due: Week 7
Weighting: 30%

Analyse aspects of diversity and difference that will form the basis for teaching decisions.


On successful completion you will be able to:
  • 1. Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 5. Engage in active, careful and critical reflective practice.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

Professional Experience

Due: Weeks 10 - 12
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

Undertake 20 days of professional experience.


On successful completion you will be able to:
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 5. Engage in active, careful and critical reflective practice.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.
  • 7. Observe, plan and document the children’s learning whilst on PE.

Philosophy in Practice

Due: Week 13
Weighting: 30%

Present evidence of philosophical approach to teaching with a focus on diversity, the outdoor learning environment and transition to school.


On successful completion you will be able to:
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 5. Engage in active, careful and critical reflective practice.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

Planning for Learning

Due: 13 November
Weighting: 40%

Undertaking a change plan for the outdoor learning environment.


On successful completion you will be able to:
  • 1. Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

Delivery and Resources

Texts and Readings for this Unit

Compulsory texts for this unit which you should already have. 

Porter, L. (2016). Young children's behaviour. Guidance approaches for early childhood educators 4th Ed. Crows Nest, NSW: Allen & Unwin.

Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard.  Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.  Australia: Commonwealth of Australia. Retrieved from  http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

 

Other Relevant Documents

The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:

  • Unit Outline
  • Unit Readings, Assessments Guide
  • Professional Experience Handbook
  • Professional Experience Guide

 

EC Professional Experience Unit Placement Expectations

  • Students are required to complete 20 days of Professional Experience at an early childhood centre for children aged birth-five.
  • To be eligible to commence the block placement component of this unit, students
    • Must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block
    • Must meet the participation requirements for the unit
  • Students must be able to present evidence of completion of the following prior to semester census date in order to receive a placement for Professional Experience:
    • A Working with Children Check or State/ Territory equivalent
    • Anaphylaxis training (practical and on line training)*
    • Child Protection online training*
  • A Working with Children Check or State/Territory equivalent is required by the end of Week 3/census date to be eligible for a placement. Students may need to withdraw from this unit if this has not been obtained in time. 
  • Students may not be able to commence their placement until all alleged academic honesty breaches have been investigated and concluded.
  • Students are expected to negotiate with the supervising teacher to complete five (5) observation days at times which do not impact on attendance at tutorials for this or other units.
  • Students who are completing a unit offered by another department are expected to inform and negotiate with that unit convener about their professional experience block dates and to discuss how that unit's requirements can be met. For some situations, it may mean that you are enrolled externally for that unit so that your attendance for tutorials for that unit is not impacted. 
  • Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of assessments against the marking criteria and unit outcomes prior to submission.
  • In order to meet the Professional Experience placement expectations of this unit, students must:
    • attain a ‘Satisfactory’ grade for their Professional Experience Practical Work in their Evaluation Report, AND
    • attain a ‘Satisfactory’ grade for their Professional Experience Folder in their Evaluation Report

 

Withdrawing from this UG Unit

If you are considering withdrawing from this unit, please seek academic advice by writing to DES.ug@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.

 

Family and Children’s Records

Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2006) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the IEC Academic Honesty Handbook above). Please note that submitted records can only be used once for assessment purposes.

 

Confidentiality

Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in your Professional Experience Folder that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.

 

Photography Permission 

In this unit, students may take photographs to support the observation, planning, evaluation and reflection records that are developed during the Professional Experience. Students are expected to adhere to the Professional Experience placement site’s policies and seek permission from families in order to take photographs. Please use the permission form provided on iLearn.

 

 

Unit Schedule

Date

Lecture Content

Lecturer

Required Readings

Week 1

2 August

 

Introduction to unit

 

Overview of key themes - Outdoor Learning, Diversity and Difference, Transitions and Guiding Behaviour.

Helen Little

 

Sandra Cheeseman

Popova, A (2015). Vygotsky Rocks. In Reed and Walker Chpt 7

Kilderry, A (2015) Chapter 10. Repositioning developmentalism.

Giugni & Mundine (2010)  Const 7: Gardens

Week 2

9 August

Planning for Diversity and Difference

Lynn Farrell

Giugni & Mundine (2010)  Const 2: Boys can’t look after babies

Porter (2016) Supporting Children’s self-regulation Chapter 13

Hunter & Sonter (2012) Progressing Play Chapter 3 meaningful learning environments

Week 3

16 August

The outdoors as a learning environment – beyond running and climbing Catherine Jones

Goodfellow, J. (2016). Flexible and sustainable learning environments.

Porter (2016) Chapter 16 Solutions for children's social difficulties.

Rattler 105: Exploring Sustainability.

Week 4

23 August

Documenting learning with a focus on record keeping for individuals and groups

Sandra Cheeseman

Porter (2016) Chapter 17 Interventions for children with atypical development.

DEEWR (2012) The Early Years Learning Framework. 

ACECQA (2013) Guide to the NQS.

Casey, T. ( 2007) Chapter 7 Outcomes for children & settings.

Week 5

30 August

Making the most of what you've got

Helen Little

Greenfield, C. (2011). Outdoors is where we need to be. 

Rattler 110 - Inclusion Zone.

Week 6

6 September

The Forest schools as inspiration in the Australian context

Rebecca Andrews (DoE)

Robertson (2011)– Who needs a forest?

Rattler 107: A walk on the beach.

Porter (2016) Chapter 15 – Solutions to children’s emotional difficulties.

Week 7

13 September

The Transition to School Statement Sandra Cheeseman

Giugni & Mundine (2010). Const 4.2 Disability

 NSW Transition to School Statement & Support Documents

Piper, C (2014) Getting Everyone Ready. Every Child 20.

18 – 29 September

Recess

Week 8

4 October

The outdoors for infants and toddlers

Sandra Cheeseman

Lewin-Benham(2010) Chapter 9 & 10

Greenman & Stonehouse, (1997). Chapter 12

Week 9

11 October

ATSI contexts – honouring land and learning from Indigenous ways.

Judy McKay-Tempest

Farrell and Pramling Samuelson (2016) Chapter 6 

Philips and Lampert (2005). Chapter 5 Learning and the importance of knowing.

Week 10

16 October

Professional Experience

 

 

Week 11

23 October

Professional Experience

 

 

Week 12

30 October

Professional Experience

 

 

Week 13

8 November

Prac debrief

Assessment 3 preparation

 

 

 

Learning and Teaching Activities

Professional Experience Guidelines

IEC Relevant Documents The information in this Professional Experience Guide must be read in conjunction with the following documents available for download from iLearn:  Unit Guide  IEC Academic Honesty Handbook  Unit Readings, Assessments & Study Guide*  IEC Professional Experience Handbook  Professional Experience Guide  Professional Field Visits Guide* IEC Professional Experience Unit Placement Expectations  Students are required to complete 20 days of Professional Experience at an early childhood centre for children aged birth-5* or a school*  To be eligible to commence the block placement component of this unit, students  Must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block  Must meet the participation requirements for the unit  Students must be able to present evidence of completion of the following prior to semester census date in order to receive a placement for Professional Experience:  A Working with Children Check or State/ Territory equivalent  Anaphylaxis training (practical and on line training)*  Child Protection online training*  A Working with Children Check or State/Territory equivalent is required by the end of Week 3/census date* to be eligible for a placement. Students may need to withdraw from this unit if this has not been obtained in time.  Students may not be able to commence their placement until all alleged academic honesty breaches have been investigated and concluded. *  Students are expected to negotiate with the supervising teacher to complete five (5) observation days at times which do not impact on attendance at tutorials for this or other units.  Students who are completing a unit offered by another department are expected to inform and negotiate with that unit convener about their professional experience block dates and to discuss how that unit's requirements can be met. For some situations, it may mean that you are enrolled externally for that unit so that your attendance for tutorials for that unit is not impacted.  Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of assessments against the marking criteria and unit outcomes prior to submission.  In order to meet the Professional Experience placement expectations of this unit, students must:  attain a ‘Satisfactory’ grade for their Professional Experience Practical Work in their Evaluation Report, AND  attain a ‘Satisfactory’ grade for their Professional Experience Folder in their Evaluation Report Withdrawing from this UG Unit* If you are considering withdrawing from this unit, please seek academic advice by writing to iec@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree. Withdrawing from this PG Unit* If you are considering withdrawing from this unit, please seek academic advice by writing to pg.educ_iec@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree. Family and Children’s Records at IEC Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2006) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the IEC Academic Honesty Handbook above). Please note that submitted records can only be used once for assessment purposes. Confidentiality Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in your Professional Experience Folder that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children. Photography Permission * In this unit, students may take photographs to support the observation, planning, evaluation and reflection records that are developed during the Professional Experience. Students are expected to adhere to the Professional Experience placement site’s policies and seek permission from families in order to take photographs. Please use the permission form provided on iLearn.

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_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources 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

  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 7. Observe, plan and document the children’s learning whilst on PE.

Assessment tasks

  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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

  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 7. Observe, plan and document the children’s learning whilst on PE.

Assessment tasks

  • Planning for Diversity.
  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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

  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.

Assessment tasks

  • Planning for Diversity.
  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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

  • 1. Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 7. Observe, plan and document the children’s learning whilst on PE.

Assessment tasks

  • Planning for Diversity.
  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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

  • 1. Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.
  • 7. Observe, plan and document the children’s learning whilst on PE.

Assessment tasks

  • Planning for Diversity.
  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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

  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.
  • 7. Observe, plan and document the children’s learning whilst on PE.

Assessment tasks

  • Planning for Diversity.
  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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

  • 1. Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • 2. Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • 4. Consolidate knowledge on guiding children’s behaviour and hone strategies for guiding children’s behaviour, including transitions.
  • 5. Engage in active, careful and critical reflective practice.
  • 7. Observe, plan and document the children’s learning whilst on PE.

Assessment tasks

  • Planning for Diversity.
  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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

  • 1. Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • 5. Engage in active, careful and critical reflective practice.
  • 6. Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

Assessment tasks

  • Planning for Diversity.
  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

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 outcome

  • 3. Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.

Assessment tasks

  • Professional Experience
  • Philosophy in Practice
  • Planning for Learning

Changes since First Published

Date Description
27/07/2017 General assessment information
24/07/2017 Lecture Schedule