Unit rationale, description and aim

This unit includes a 20-day professional placement in an early childhood education and care (ECEC) setting with children aged 3–5 years. Guided by Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) V2.0, the unit prepares pre-service teachers to design intentional, inclusive, and responsive learning experiences that promote children's wellbeing and holistic development.

Pre-service teachers will critically engage with EYLF V2.0 principles, practices, and learning outcomes to explore the educator’s role as curriculum designer, intentional teacher, and reflective practitioner. Drawing on the framework’s emphasis on play-based learning, cultural responsiveness, assessment for learning, and relationship-rich pedagogies, students will investigate evidence-informed teaching strategies and planning cycles.

Throughout the 20-day placement, pre-service teachers will strengthen their ability to design, implement, and evaluate curriculum that supports children’s learning, development, and sense of belonging. The unit promotes critical reflection on professional practice and responsiveness to children’s voices, cultural identities, and strengths.

It aims to equip pre-service teachers with the professional knowledge, pedagogical skills, and reflective capabilities to enact the EYLF V2.0 vision through intentional, ethical, and culturally responsive curriculum and pedagogy.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

EDET112 Effective Teaching 1: Early Years Curriculum and Pedagogies

Incompatible

EDET100 Effective Teaching 1: Becoming a Teacher OR EDET111 Effective Teaching 2: Curriculum Planning and Pedagogy OR EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy OR EDFX242 - Education Studies and Professional Experience 2: Building Positive Relationships

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.

Describe and apply evidence-based, play-based teac...

Learning Outcome 01

Describe and apply evidence-based, play-based teaching strategies, curriculum planning principles, and formative and summative assessment practices that align with EYLF V2.0 principles, practices and learning outcomes and foster children’s belonging, being, and becoming in diverse early childhood contexts.(APST 1.2, 1.3, 1.5, 5.1, 5.2 ; ACECQA B1, B9, C2, C4 )
Relevant Graduate Capabilities: GC1, GC2

Differentiate and adapt learning experiences using...

Learning Outcome 02

Differentiate and adapt learning experiences using inclusive, culturally responsive pedagogical strategies that recognise and respond to children’s diverse identities, family contexts, languages, abilities, and interests, in ways that ensure equitable participation and learning outcomes. (APST 1.1, 1.3, 2.2, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2 ; ACECQA C2, C4, C5)
Relevant Graduate Capabilities: GC1, GC2, GC4

Use formative and summative assessment tools to ob...

Learning Outcome 03

Use formative and summative assessment tools to observe, document, and analyse children’s learning, development and wellbeing, and to inform intentional curricular decisions, adjustments and pedagogical practices. (APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4, 4.5, 5.1, 5.5 ; ACECQA A7, B9, C5, D5 )
Relevant Graduate Capabilities: GC1, GC2, GC7

Complete a successful professional experience plac...

Learning Outcome 04

Complete a successful professional experience placement by actively engaging in professional dialogue, responding to feedback from colleagues and supervising teachers, participating in critical reflection on practice, and identifying areas for ongoing professional growth, in alignment with EYLF V2.0 and the Australian Professional Standards for Teachers. (APST 1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 6.1, 6.3, 7.1, 7.2; ACECQA A4, B1, E3, F3 )
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC7, GC8, GC11, GC12

Content

Topics will include:

  •  A range of evidence-based, play-based teaching and learning approaches that support inclusive engagement in early childhood education, including:

Intentional teaching

Sustained shared thinking and inquiry

Child-led and educator-guided experiences

Collaborative learning through play

Integrating ICT to enhance learning and communication

  • Teacher practices and behaviours to promote positive engagement and wellbeing in early childhood contexts
  • Promoting intellectual quality and deep engagement through rich language experiences, fostering critical and creative thinking in young children, encouraging problem-solving, reasoning and inquiry and promoting agency and voice for children
  • Understanding curriculum frameworks for planning and learning through the EYLF V2.0 principles, practices and learning outcomes and including other approved learning frameworks.
  • Curriculum theory and planning processes for early childhood education settings, including:

Play-based planning cycles

Learning outcomes, intentional teaching opportunities and reflective practice

Designing learning environments, resources and routines that support learning, development and wellbeing

Inclusive planning for diverse learners

  • Situational analysis of early childhood education and care settings. Understanding service philosophy, context and community. Relationships with families, children and professional teams.
  • Differentiation of curriculum, teaching strategies and assessment to support children across the full range of abilities, from diverse linguistic, cultural, religious and socio-economic backgrounds, learning English as an additional language (EAL/D) and Aboriginal and Torres Strait Islander children.
  • Introduction to a range of assessment practices in early childhood education: assessment for, of and as learning; observational methods and pedagogical documentation; and effective and timely feedback for children and families.
  • Processes for evaluating teaching and learning. Using critical reflection, professional dialogue, children’s learning data and mentor feedback. Adapting teaching and planning to improve outcomes and identifying professional learning goals aligned with an approved learning framework and APST.
  • The Professional Portfolio of Practice - gathering, annotating, and reflecting on evidence of practice and learning against the Graduate level teacher standards

Assessment strategy and rationale

Assessments in this unit are designed to enable pre-service teachers to progressively demonstrate achievement of the unit’s learning outcomes and develop graduate attributes in line with University requirements. The unit focuses on building professional knowledge, practice, and engagement aligned with ACECQA standards and the APST: Graduate level.

Two sequenced assessment tasks support structured learning and provide targeted feedback for continued development. In addition, students must pass two hurdle requirements: preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).

To pass the unit, pre-service teachers must:

  1. submit all assessment tasks,
  2. demonstrate achievement of all learning outcomes,
  3. pass both hurdle requirements,
  4. achieve a minimum of 50% in Assessment Task 1 and Assessment Task 2, and
  5. attain an overall grade of at least 50%.

A key component of the unit is the Critical Task within Assessment Task 2, requiring pre-service teachers to design and implement a learning experience during placement. This task must be passed (minimum 50%) and demonstrate mastery of all relevant Graduate Teacher Standards as required for course progression.

Overview of assessments

Assessment Task 1: Presentation Pre-service teac...

Assessment Task 1: Presentation

Pre-service teachers will develop a professional presentation that demonstrates a critical understanding of the educator’s role as an intentional teacher, curriculum designer, and implementer of evidence-based teaching strategies. This presentation will align with the principles of the Early Years Learning Framework (EYLF V2.0 or another approved learning framework), and be informed by current research and educational theory.

The presentation should address the following key areas:

  • The educator’s role in fostering children’s sense of Belonging, Being, and Becoming through intentional curriculum design, pedagogy, and effective teaching strategies.
  • How play-based learning, culturally responsive pedagogies, and inclusive teaching practices contribute to equitable access and meaningful engagement for all children.
  • The importance of building respectful and responsive relationships with children and families, and how these relationships underpin high-quality teaching and learning in early childhood settings.
  • Incorporate insights from current literature, the EYLF V2.0 (or approved learning framework), and practical examples of effective teaching practice, drawn from course readings, academic research, and/or previous professional experience.

Weighting

40%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC4
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.2, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)5.1, APST(GA)5.2, ACECQA -B1, ACECQA -B9, ACECQA -C2, ACECQA -C4, ACECQA -C5

Assessment Task 2: Play-based Learning Experience...

Assessment Task 2: Play-based Learning Experience

Pre-service teachers will design, implement, and critically evaluate a thoughtfully sequenced set of learning experiences for their focus children during their 20-day professional placement. This sequence must reflect an inclusive, culturally responsive, and play-based pedagogical approach, with clear differentiation to support the diverse needs of all learners.

The learning experience plan and accompanying documentation must include:

  • A clearly articulated learning goal/objective, supported by a rationale grounded in contemporary theory and best practice.
  • Explicit alignment with the EYLF V2.0 (or another approved learning framework) to ensure relevance and compliance with national standards.
  • Detailed consideration of time, space, and materials, and how these elements support the planned experiences.
  • A variety of evidence-based teaching strategies aimed at enhancing children’s learning, development, and wellbeing.
  • Planned formative and summative assessment strategies, along with evidence demonstrating how these assessments have been implemented and recorded.
  • Implementation of the planned experiences within the placement setting, including evaluation and reflection on the teaching process and children's responses.
  • A critical reflection on the effectiveness of teaching strategies used, any adaptations made during implementation, and how feedback from the Supervising Teacher was incorporated to inform ongoing practice.


Weighting

60%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC8, GC11, GC12
Standards APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)5.5, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, ACECQA -A4, ACECQA -A7, ACECQA -B1, ACECQA -B9, ACECQA -C2, ACECQA -C4, ACECQA -C5, ACECQA -D5, ACECQA -E3, ACECQA -F3

Hurdle Task 1: Preparation for the Professional E...

Hurdle Task 1: Preparation for the Professional Experience Placement

Before commencing their Professional Experience placement, pre-service teachers must complete all compulsory online preparation modules within the current calendar year and ensure that their Working with Children Check is valid and up to date.


Weighting

Pass/Fail

Hurdle Task 2: Professional Experience Assessment...

Hurdle Task 2: Professional Experience Assessment

Pre-service teachers are required to demonstrate achievement of the Australian Professional Standards for Teachers – Graduate level, specifically within an early childhood education setting. For detailed guidance, refer to the Professional Experience Handbook and Assessment Report.

A pass grade for this assessment will be awarded upon:

  • Successful completion of 20 professional experience days, and
  • Submission of a satisfactory Professional Experience Assessment Report.

Important Notes:

  • This is a hurdle task—multiple attempts are not permitted.
  • Professional Experience is a compulsory component of Initial Teacher Education programs. Failure to meet the requirements of this task will result in a fail grade for the unit and will necessitate re-enrolment in a future offering.
Weighting

Pass/Fail

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC8, GC11, GC12
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)5.5, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, ACECQA -A4, ACECQA -A7, ACECQA -B1, ACECQA -B9, ACECQA -C2, ACECQA -C4, ACECQA -C5, ACECQA -E3, ACECQA -F3

Learning and teaching strategy and rationale

Adopting a social constructivist approach, this unit supports pre-service teachers to develop knowledge and skills in planning, assessing, and applying effective pedagogies in early childhood contexts. Learning is scaffolded through critical reading, lecturer modelling, peer discussion, and active engagement in tutorials. Professional communication and collaboration are fostered through group work and presentations.

Pre-service teachers will build confidence in managing small groups, selecting appropriate teaching strategies, and supporting young children’s learning in safe and inclusive environments. Through designing a curriculum suitable for children aged 3–5 years, students will strengthen their understanding of intentional, play-based, and culturally responsive teaching. This process develops their capacity to synthesise information, plan learning experiences, and apply assessment approaches informed by the Early Years Learning Framework V2.0.

The 20-day professional placement offers opportunities to engage with experienced educators and apply knowledge in authentic early learning settings. Pre-service teachers will deepen their understanding of curriculum design, pedagogical planning, and reflective practice, with a focus on children’s wellbeing, identity, and learning strengths.

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

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO4

  • Relating to

    Learners with special/additional needs

    Relevant Learning OutcomeLO3

  • Relating to Early Years Learning Framework

    Relevant Learning OutcomeLO1, LO4

  • Relating to

    Curriculum planning, programming and evaluation

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Play based pedagogies

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Teaching methods and strategies

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Children with diverse needs and backgrounds

    Relevant Learning OutcomeLO2, LO3

  • Relating to

    Culture, diversity and inclusion

    Relevant Learning OutcomeLO3

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO4

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO4

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 physical, social and intellectual development and characteristics of students and how these may affect learning.

    Relevant Learning OutcomeLO2, LO3, LO4

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

    Relevant Learning OutcomeLO1, 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, LO2, LO3, LO4

  • 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 OutcomeLO1, LO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

    Relevant Learning OutcomeLO3, LO4

  • Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

    Relevant Learning OutcomeLO3, LO4

  • Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Relevant Learning OutcomeLO3, LO4

  • Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO3, LO4

  • Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

    Relevant Learning OutcomeLO2, LO4

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

    Relevant Learning OutcomeLO2

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

    Relevant Learning OutcomeLO2, LO4

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO3, LO4

  • Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

    Relevant Learning OutcomeLO3, LO4

  • Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

    Relevant Learning OutcomeLO1, LO4

  • Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

    Relevant Learning OutcomeLO4

  • Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO4

Representative texts and references

Required Text

Curriculum Framework:

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. https://www.education.gov.au/early -childhood/national-quality -framework/approved-learning-frameworks

Recommended References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013049599702352

Fleer, M. (2021) Play in the early years. (3rd ed). Cambridge University Press

Fleet, A., Christie, A., & Semann, A. (Eds). (2025). Redefining planning and assessment. Pandemelon Press.

Foreman, P., & Arthur-Kelly, M. (2017). Inclusion in action. (5th ed). Cengage.

McLachlan, C., Fleer, M., & Edwards, S. (2018). Early Childhood Curriculum: Planning, Assessment and Implementation (3rd ed.). Cambridge University Press.

Whitton, D., Martin, D., Wood, D., Maadad, N., & Daniels-Mayes, S. (2022). Teaching : early childhood, primary, secondary (1st edition.). Cengage Learning Australia.

Locations
Credit points
Year

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs