Curriculum Planning and Assessment: Practicum 2
Contact hours
- Swinburne online: Fully online plus 20 days placement
On-campus unit delivery combines face-to-face and digital learning. For Online unit delivery, learning is conducted exclusively online.
2022 teaching periods
Swinburne Online
| Teaching Period 3 | ||
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Hawthorn
| Higher Ed. Semester 2 | ||
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Swinburne Online
| Teaching Period 1 | Teaching Period 2 | |
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
| Teaching Period 3 | ||
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Prerequisites
EDU10001 Introduction to Curriculum Planning and Assessment: Practicum 1Aims and objectives
This is the second of four professional experience units for the Bachelor of Education (Early Childhood Teaching). In this unit pre-service teachers will undertake 20 days of professional experience in an approved early childhood setting, with children aged two to five years under the supervision of approved mentors. The unit provides pre-service teachers with knowledge, skills and dispositions needed to teach children effectively. Pre-service teachers will gain knowledge about a variety of theoretical approaches to curriculum and assessment and become familiar with the Early Years Learning Framework (EYLF) appropriate to the course stage of this professional experience.
Students who successfully complete this unit will be able to:
1. Plan, implement and evaluate learning experiences. [APST 1, 2, & 3]
2. Modify learning environments to ensure safety and to facilitate learning. [APST 1 & 4]
3. Demonstrate professional relationships with education professionals, children and families. [APST 7 &
6]
4. Critically reflect upon teaching and learning experiences. [APST 6 & 7]
5. Navigate relevant Early Childhood framework documents and identify appropriate resources to support
teaching and learning. [APST 1 & 7]
Unit information in detail
- General skills outcomes and content.
General skills outcomes
During this unit students will receive feedback on the following key generic skills:
● Teamwork Skills.
● Analysis Skills.
● Problem Solving Skills.
● Communication Skills.
● Ability to work independently
● Teamwork Skills.
● Analysis Skills.
● Problem Solving Skills.
● Communication Skills.
● Ability to work independently
Content
- Australian Professional Standards for Teachers (Graduate) Standards 1 – 7.
- Code of Ethics
- Engagement in a professional practicum under the guidance of a mentor teacher.
- Introduction to assessment practices and their relationship to effective learning.
- Learning planning and documentation.
- Forming professional relationships.
- Self-assessment of teaching performance.
- Creating and maintaining a safe and challenging learning environment.
- Using a range of teaching practices and resources.
- Strategies for supporting students’ well-being and safety, including policy and legislative requirements.
- Strategies for evaluating learning and teaching programs to improve learning.
- Code of Conduct.
- EYLF
Study resources
- References.
References
Abbott, L., & Langston, A. (2004). Birth to three matters: Supporting the framework of effective practice. McGraw-Hill Education (UK).
Arthur, L. (1993). Programming and planning in early childhood settings. Harcourt Brace Jovanovich, 30-52 Smidmore Street, Marrickville, New South Wales 2204, Australia.
Bradford, H. (2013). Appropriate environments for children under three. Routledge.
Department of Education Employment and Workplace [DEEWR]. (2009). Belonging, being and becoming the early years learning framework for Australia. Retrieved from https://www.education.gov.au/early-yearslearning-framework-0
Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Play = Learning: How play motivates and enhances children's cognitive and social-emotional growth. Oxford University Press.
Li, J., Hestenes, L. L., & Wang, Y. C. (2016). Links between preschool children’s social skills and observed pretend play in outdoor childcare environments. Early Childhood Education Journal, 44(1), 61-68.
Louis, S., Beswick, C., & Featherstone, S. (2013). Understanding Schemas in Young Children: Again! Again!. A&C Black.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press.
Macfarlane, K., & Cartmel, J. (2008). Playgrounds of learning: valuing competence and agency in birth to three-year-olds. Australasian Journal of Early Childhood, 33(2), 41-47.
McMullen, M. B. (2018). The Many Benefits of Continuity of Care for Infants, Toddlers, Families, and Caregiving Staff. YC Young Children, 73(3), 38-39.
Nutbrown, C., & Page, J. (2008). Working with babies and children: From birth to three. Sage.