Unit rationale, description and aim
Includes 20 days placement in an early learning centre
The content of this unit provides pre-service teachers with a substantial block of extended reflective professional experience that approximates the realities of everyday teaching; and extends pre-service teachers’ repertoire of pedagogical skills in the observation, assessment, planning, implementing and evaluation using Approved Learning Frameworks of appropriate teaching and learning programs; and develops pre-service teachers’ understanding of the teacher’s role within the educational service and broader educational community.
Pre-service teachers will use practitioner inquiry capacities in the alignment of curriculum, assessment, learning, teaching and research. They will collect and interpret data to support quality teaching practices. They will reflect on their development as teachers the impact of their teaching on learners and their engagement with the National Quality Framework (NQF)
This unit aims to provide pre-service teachers with a substantial block of extended reflective professional experience whilst extending the pre-service teachers’ repertoire of pedagogical skills in the planning and delivery of appropriate teaching and learning programs. This experience allows the pre-service teacher to develop an appreciation of the teacher’s role within the early childhood education and care service as well as the broader educational community through taking responsibility similar to that of an early childhood teacher.
Campus offering
No unit offerings are currently available for this unit.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 the importance of teacher reflection, pra...
Learning Outcome 01
Analyse contemporary research literature and apply...
Learning Outcome 02
Evaluate multiple sources of evidence, including a...
Learning Outcome 03
Demonstrate a sound knowledge of and ability to ob...
Learning Outcome 04
Content
Topics will include:
- Establishing and maintaining an engaging learning environment cognizant of current teaching and learning theories in early childhood settings
- Management of the full range of teacher’s responsibilities including routines, transitions, supervision, pastoral care of children and relationships within the centre community
- Development and consolidation of pedagogical skills in the observation, assessment, planning, implementation and evaluation using approved learning frameworks of appropriate teaching and learning programs.
- Development of educational programs for diverse learners that reflect the Approved Learning Framework.
- Analysing the particular centre and group of learners' contexts to formulate contextualised pedagogical decision making
- Strategies for evaluating educational programs and assessment data to extend learning outcomes for learners
- Ethical professional practice for engaging with data and evidence for practitioner inquiry and critical reflection of teaching and learning in ECEC settings.
- Critical reflection and collaborative interaction with other educators, teachers, leadership, and other professionals to improve teaching, assessment and support consistent and comparable professional judgement.
- Seeking and applying constructive feedback from supervisors, mentors and teachers to reflect on and improve teaching practices
Assessment strategy and rationale
Assessment tasks in this unit are designed to ensure pre-service teachers meet course learning outcomes by demonstrating academic and professional standards. The Education Studies units emphasise developing skills in professional knowledge, practice, and engagement, aligned with ACECQA criteria and APST: Graduate level.
The unit incorporates both assessment of learning and assessment for learning. The first assessment focuses on research and inquiry skills to enhance teaching practices, which are then applied in the second assignment. A critical reading of the literature informs the Capstone Assessment Task (CAT), the central component of the unit. The CAT is conducted in a practical teaching context and is integral to the Professional Experience Assessment.
To pass this unit, students must complete all assessment tasks, meet the learning outcomes, and achieve a minimum overall passing grade of 50%. Students must pass both the Case Study and the CAT, as well as the Professional Experience Placement (PEP). These assessment procedures are designed to develop graduate attributes and meet University assessment requirements.
Overview of assessments
Assessment Task 1: Case Study Critical Task Stu...
Assessment Task 1: Case Study
Critical Task
Students develop a case study of an early childhood education and care service with a focus on NQS Quality Area 1 and EYLF V2 practice principlesStudents will include an ECEC setting situational analysis, evidence and research-informed literature for planning either literacy or numeracy teaching strategies for diverse learners (including ICT). Analysis is made against contemporary literature to identify issues in the setting and formulate a curriculum decision-making
50%
Assessment Task 2: Capstone Assessment Task (CAT)...
Assessment Task 2: Capstone Assessment Task (CAT).
Critical Task
The CAT asks pre-service teachers to reflect critically on curriculum decision-making and the role educational assessment plays within that. It must be accompanied by documentary evidence of the teaching, learning and assessment cycle and of children’s learning.
Further information about the specific requirements of the CAT is detailed in the guideline materials supplied via the Canvas site of this unit.
50%
Assessment Task 3: Hurdle Requirement: Profession...
Assessment Task 3: Hurdle Requirement: Professional Experience Assessment
The summative Professional Experience is assessed in collaboration with a supervising teacher and a university academic throughout the placement. The pre-service teacher must demonstrate achievement of the Australian Professional Standards for Teachers: Graduate within the context of early childhood centre practices. It is important to note that this hurdle task can only be attempted once, in accordance with the professional experience guidelines. For detailed information, please refer to the Unit Professional Experience Guidebook for interim and final reports.
Pass/Fail
Learning and teaching strategy and rationale
This 10-credit point unit employs practitioner inquiry-based learning in an Early Childhood Education and Care (ECEC) setting. Students will engage in the Capstone Assessment Task (CAT). The unit requires approximately 150 hours of study across the semester, which may include face-to-face, online, and multi-mode delivery.
Students will participate in various activities such as online engagement, lectures, tutorials, seminar presentations, group discussions (both synchronous and asynchronous), self-directed study, and assessment tasks. Some participation in educational settings may be required. The unit involves students engaging with materials for at least two hours weekly, and around 12 hours of directed teaching, readings, and online support before, during, and after the placement.
In this unit, pre-service teachers will take on the role of a teacher in an early childhood setting, including planning, teaching, assessment, differentiated engagement with children, collaborative planning, supervision, and other necessary duties. They will also conduct self-audits against the Australian Professional Standards for Teachers: Graduate level, creating a professional learning plan. The CAT is supported through mentorship, feedback discussions, and proactive planning with supervising teachers and university academics.
Assessment procedures, including reading, reflection, discussion, webinars, podcasts, and videos, will be used to meet learning outcomes and develop graduate attributes.
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
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO1, LO2
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO1, LO2
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO2
Relating to
Professional identity and development
Relevant Learning OutcomeLO4
Relating to
Research
Relevant Learning OutcomeLO1, LO2, LO3
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
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2
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
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO2
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO2
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO3
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO3
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO3