Year
2024Credit points
10Campus offering
Prerequisites
Nil
Unit rationale, description and aim
This unit is the first of the work integrated components of the professional practicum suite of units which is undertaken in the final year of the course. The unit provides pre-service teachers with the opportunity to work collaboratively with Directors, Educational Leaders, early childhood educators, families and community members, and University staff to assess, challenge, develop and extend their professional abilities. It also provides opportunities for the development of closer links between theoretical considerations and the teaching and learning experiences encountered in an early learning centre.
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 teachers’ role within the centre and broader educational community through taking responsibility similar to that of an early childhood teacher.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Make effective decisions regarding teaching and management approaches that facilitate effective learning ( ACECQA C4, E3, F2) | GC1 |
| LO2 | Utilise self-evaluation critiques and reflection to refine professional practice ( ACECQA E3, F3) | GC7 |
| LO3 | Implement a variety of classroom organisational procedures ( ACECQA C4, E3, F2) | GC2 |
| LO4 | Demonstrate a sound knowledge of and ability to plan, implement and evaluate the key learning and teaching elements of relevant early childhood curriculum frameworks ( ACECQA B1, C4, E3) | GC8 |
| LO5 | Demonstrate an ability to communicate effectively with members of the centre community and, where appropriate, with the broader educational community ( ACECQA E3, F1, F2, F4) | GC4 |
| LO6 | Demonstrate awareness of the multiple policy and legislative influences impacting on early childhood education and care provision. ( ACECQA F2) | GC1 |
ACECQA Criteria
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
B. Education and curriculum studies B1. Early Years Learning Framework |
C. Early childhood pedagogies C4. teaching methods and strategies |
E. History and philosophy of early childhood E3. Ethics and professional practice |
F. Early childhood professional practice F1. Leadership F2. Management and administration F3. Identity F4. Development advocacy |
Content
Topics covered in this unit will be covered in the Induction/Professional and Community Experience Handbook.
Learning and teaching strategy and rationale
Students should anticipate undertaking 20 days of full time Professional Experience in an allocated early learning centre. Students will be supported and supervised by an appropriately qualified and experienced educator.
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and demonstrate attainment of professional standards.
Minimum Achievement Standards
The total assessment will be equivalent to 5,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 A portfolio of relevant policy and legislative documents A reflection on the impact of these documents on practice | 50% | LO1, LO2, LO3, LO4, LO5, LO6 |
Assessment Task 2 A portfolio of planning, documenting and reporting processes and proforma An analysis of these documents/processes with reflective links to curriculum documents | 50% | LO1, LO2, LO3, LO4, LO5 |
Hurdle Task Successful completion of practicum component of this unit. | Pass/Fail | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
Fleet, A., Patterson, C., & Robertson. J., (2006). Insights: behind early childhood pedagogical documentation, Castle Hill: Pademelon Press.
Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Ridgway, A., Robbins, J., & Surman, L. (2006) Early childhood learning communities. Sociocultural research in practice. Frenchs Forest, NSW: Pearson Education.
Gibbs, C. (2006). To be a teacher. Journeys towards authenticity. New Zealand: Pearson Education.
Gowrie Australia. (2010). Assessment in the early years. A resource from Gowrie Australia drawing on the early years learning framework. Australia: Author
Jorde-Bloom, P (2005). Blueprint for action: achieving centre-based change through staff development. Illinois: New Horizons.
Keesing-Styles, L., & Hedges, H. (Eds.). (2007). Theorising early childhood practice: emerging dialogues. Baulkham Hills, N.S.W: Pademelon Press.
McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: planning, assessment and implementation (2 ed.). Port Melbourne, Victoria: Cambridge University Press.
MacNaughton, G., & Hughes, P. (2011). Parents and professionals in early childhood settings. Berkshire, England: Open University Press.
MacNaughton, G. (2003). Shaping early childhood. Learners, curriculum and contexts. Berkshire, England: Open University Press.
MacNaugton, G., & Williams, G. (2009). Techniques for teaching young children. Choices for theory and practice (3rd ed.). Frenchs Forest, NSW: Pearson Education.