Unit rationale, description and aim

This unit supports pre-service teachers in shaping their professional identity, refining their teaching philosophy, and understanding the evolving role of educators in early childhood education. It examines the history and philosophy of early childhood education and care while focusing on contemporary curriculum frameworks and policy documents. Emphasis is placed on the complexities of modern teaching, including addressing diverse learner needs, cultural influences, and the impact of technological change.

Curriculum and pedagogy form the core of this unit, with a focus on foundational teaching strategies, curriculum design, and play-based learning approaches. Pre-service teachers are encouraged to engage in reflective practice by observing, analysing, and applying theory within real-world learning environments. Communication skills—both written and oral—are developed throughout.

The unit also addresses educators’ legal, ethical, and professional responsibilities, with a strong emphasis on inclusion, equity, and social justice. Assessment practices, particularly through effective documentation of children’s learning, are explored.

A 20-day professional placement with children aged 3 to 5 years enables pre-service teachers to connect theoretical knowledge to authentic classroom practice. This experience fosters confidence and practical understanding, preparing pre-service teachers to become responsive, informed, and capable early childhood educators.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

EDES100 Understanding Learning and Teaching AND EDES103 Understanding Learners and Their Contexts AND EDEC150 Play-based Learning

Incompatible

EDET100 Effective Teaching 1: Becoming a Teacher , EDEC100 Health, Family and Young Learner Wellbeing in the Early Years , EDEC111 Early Years Curriculum and Play-Based Pedagogies

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Explain a professional teaching philosophy that de...

Learning Outcome 01

Explain a professional teaching philosophy that demonstrates understanding of learning theories and links to contemporary practices, and embodies awareness of equity, social justice and respect for diverse human experiences (APST 1.2, 1.3, 2.1, 3.6, 7.1, 7.2; ACECQA C1, C2, C7, E1, E2, E3, F3)
Relevant Graduate Capabilities: GC4

Analyse research and Approved Learning Frameworks ...

Learning Outcome 02

Analyse research and Approved Learning Frameworks for effective teaching methods, environments and resources that facilitate inclusive, engaging play-based learning experiences for young children. (APST 1.2, 1.5, 1.6; ACECQA B1, B9, C1, C2, C3)
Relevant Graduate Capabilities: GC1, GC2, GC9

Design play-based experiences that support childre...

Learning Outcome 03

Design play-based experiences that support children’s learning and development across a range of contexts, curriculum disciplines and age levels and can effectively support children’s well-being as they transition from prior-to-school to school contexts (APST 1.2, 1.3, 1.5, 2.1; ACECQA A3, A4, A6, A7, B1, B9, C1, C2, D4)
Relevant Graduate Capabilities: GC1, GC2

Complete a successful professional experience in a...

Learning Outcome 04

Complete a successful professional experience in an early childhood setting supported by appropriate evidence developed across the professional experience component (details provided in Professional Experience Handbook) (ACECQA A3, A4, A6, B1, B9, C2, C3, C4)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC8

Content

Topics will include:

  • Historical and contemporary understanding of Early Childhood Education (ECE)
  • Positive communication and professionalism in teaching
  • Contemporary teaching, learning and curriculum approaches
  • Curriculum and policy
  • The planning cycle
  • Preparing for placement
  • Reflecting on the placement experience

Assessment strategy and rationale

The assessment structure of this unit is designed to incorporate a 20-day professional experience placement with children aged 3 to 5 years. Written assessments are adjusted accordingly to balance theory and practice. Aligned with ACECQA and the Graduate-level Australian Professional Standards for Teachers (APST), the unit supports the development of professional knowledge, practice, and engagement. Pre-service teachers will be encouraged to explore the ethical and responsible use of Generative AI in their practice.

Two sequenced summative assessment tasks foster ongoing feedback and skill progression. These tasks aim to develop pre-service teachers understanding of curriculum planning, communication strategies, teaching philosophy, and the broader responsibilities of the teaching profession. The placement serves as a hurdle requirement and enables pre-service teachers to apply theoretical knowledge, observe children's development, support small group teaching, plan play-based learning experiences, manage routines, and reflect professionally.

To pass the unit, pre-service teachers must complete all assessments, meet the unit’s learning outcomes, and achieve at least 50% for both summative tasks. Additionally, they must meet the requirements of two hurdle tasks: the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA). This structure ensures a progressive, practical, and standards-aligned pathway to becoming an effective early childhood educator.

Overview of assessments

Assessment Task 1: Group Presentation Choose one...

Assessment Task 1: Group Presentation

Choose one (1) Principle of the approved learning framework

-         Identify and discuss underpinning theories and approaches, and links to the approved learning framework practices.

-         Compare and contrast historical perspectives with contemporary examples of your chosen Principle in practice, as well as challenges and solutions for implementation of your chosen principle.

 Individual reflection submission (500 words):

What were your main learnings on the principles and practices of the approved framework, and how have they influenced your ideas and approach to teaching in early childhood settings? Detail in a personal philosophy statement of pedagogy.

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC4, GC9
Standards APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)1.6, APST(GA)2.1, APST(GA)3.6, APST(GA)7.1, APST(GA)7.2, ACECQA -B1, ACECQA -B9, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -C7, ACECQA -E1, ACECQA -E2, ACECQA -E3, ACECQA -F3

Assessment Task 2: Pedagogical Case Study Design...

Assessment Task 2: Pedagogical Case Study

Design, implement and evaluate the effectiveness of two sequential play-based learning experiences.

The sequence should include at least two play-based learning and teaching experience plans (indoor and outdoor) based on observations of a small group of children in the early years aged 3-5 years.


Weighting

50%

Learning Outcomes LO2, LO3
Graduate Capabilities GC1, GC2, GC9
Standards APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)1.6, APST(GA)2.1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -A7, ACECQA -B1, ACECQA -B9, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -D4

HURDLE TASK 1: Preparation for the Professional ...

HURDLE TASK 1: Preparation for the Professional Experience Placement

Prior to commencing the Professional Experience placement, pre-service teachers must complete a series of compulsory online preparation modules, attaining a score of 95% or above in each module. The modules cover:

-         Professional Standards

-         Professional expectations and codes of conduct

-         Workplace Health & Safety

-         Legal requirements, including Duty of Care, Child Protection, and

Mandatory Reporting

-         Professional relationships

Pre-service teachers must also complete and provide evidence of the following:

-         Working with Children Check or a Police Check, where this is

appropriate or mandated.

-         Mandatory requirements as specified by the pre-service teacher's

state/territory.

Notes:

-         Completion of this module does not exempt pre-service teachers

from seeking a Working with Children Check or a Police Check

where this is appropriate or mandated.

-         Anticipated completion time: 7 hours.

-         Multiple attempts at this hurdle task are permitted.

 

Weighting

Pass /Fail

Learning Outcomes LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC8
Standards APST(GA)1.3, APST(GA)1.5, APST(GA)1.6, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)4.2, APST(GA)5.1, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -B1, ACECQA -B9, ACECQA -C2, ACECQA -C3, ACECQA -C4

HURDLE TASK 2: Professional Experience Assessmen...

HURDLE TASK 2: Professional Experience Assessment

Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within an early childhood setting. Refer to Professional Experience Handbook and Report.

Professional Experience Summative Assessment:

Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a relevant educational setting. Refer to the Professional Experience Handbook and Report.

A pass grade for this task will be awarded following:

-         the successful completion of 20 professional experience days and,

-         submission of a satisfactory Professional Experience Assessment

Report

Notes:

-         Multiple attempts at this hurdle task are not permitted.

-         Professional Experience is a mandated part of Initial Teacher

Education courses. Failing this task will result in a fail grade for the

unit overall and pre-service teachers will be required to enrol in a

future offering of the unit.

Weighting

Pass /Fail

Learning Outcomes LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC8
Standards APST(GA)1.3, APST(GA)1.5, APST(GA)1.6, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)4.2, APST(GA)5.1, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -B1, ACECQA -B9, ACECQA -C2, ACECQA -C3, ACECQA -C4

Learning and teaching strategy and rationale

The Effective Teaching units are structured to build pre-service teachers’ knowledge, practice, and engagement in line with the Australian Professional Standards for Teachers (APST) and ACECQA guidelines. These units equip pre-service teachers with the foundational and practical skills needed to teach confidently and competently in early childhood settings.

Interactive tutorials, culminating in group presentations, support the development of professional communication and collaboration. These activities offer a supportive environment for refining verbal, written, and multimedia communication skills before entering real-world educational contexts.

Pre-service teachers are introduced to curriculum knowledge, pedagogy, and lesson planning through the design of learning experiences tailored to diverse early childhood settings. These skills are then strengthened during professional placements, where pre-service teachers observe experienced educators, take part in daily learning environments, and apply their theoretical understanding.

A variety of assessment tasks aligned with university policy are used to measure learning outcomes and build graduate attributes. These assessments are designed to foster growth and ensure pre-service teachers meet the required standards. The overall structure supports a progressive development of professional capabilities essential for effective teaching and lifelong learning

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

  • Relating to

    Social and emotional development

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Diversity, difference and inclusivity

    Relevant Learning OutcomeLO4

  • Relating to

    Learners with special/additional needs

    Relevant Learning OutcomeLO3

  • Relating to

    Transitions and continuity of learning (including transition to school)

    Relevant Learning OutcomeLO3

  • Relating to Early Years Learning Framework

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Curriculum planning, programming and evaluation

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Play based pedagogies

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Guiding behaviour/engaging young learners

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Teaching methods and strategies

    Relevant Learning OutcomeLO4

  • Relating to

    Contemporary society and pedagogy

    Relevant Learning OutcomeLO1

  • Relating to

    Socially inclusive practice

    Relevant Learning OutcomeLO3

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO1

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO1

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO1

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO1

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

    Relevant Learning OutcomeLO1, LO3

  • Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

    Relevant Learning OutcomeLO2

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO1, LO3

  • Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

    Relevant Learning OutcomeLO1

  • Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Relevant Learning OutcomeLO1

  • Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

    Relevant Learning OutcomeLO1

Representative texts and references

Representative Texts and References

Arthur, L., Beecher, B., Death, E., Farmer, S., & Dockett, S. (2025). Programming and planning in early childhood settings (9th edition.). Cengage.

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Recommended Texts and Documents

Churchill, R., Apps, T., Batt, J., Beckman, K., Grainger, P., Holloway, J., Keddie, A., Letts, W., Mackay, J., & McGill, M. (2025). Teaching: making a difference (6th ed.). John Wiley & Sons Australia, Ltd.

Ebbeck, E., & Waniganayake, M. (Eds.). (2016). Play in early childhood education. Learning in diverse contexts (2nd ed.). South Melbourne, Vic: Oxford University Press.

Fleer, M. (2017). Play in the early years (2nd ed.). Cambridge University Press.

Fleet, A., Patterson, C., & Robertson, J. (2017). Pedagogical documentation in early years practice seeing through multiple perspectives. Sage.

Maynard, T. & Powell, S. (Eds.). (2013). An introduction to early childhood studies (3rd ed.). Sage Publications.

McArdle, F., Gibson, M. & Zollo, L. (2020). Being an early childhood educator: Bringing theory and practice together. Routledge.

Mentha, S., Page, J., & Young, S. (2022). Play-based learning and intentionality. Early Childhood Australia. Canberra.

Pelo, A. & Carter, M. (2018). From teaching to thinking: A pedagogy for reimagining our work. Exchange Press.

Raban, B., & Margetts, K. (2023). Early Years Learning Framework in Practice (3rd ed.). Teaching Solutions: Albert Park.


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