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Units for the course:
Bachelor of Education (Early Childhood and Primary)
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- Bachelor of Education (Early Childhood and Primary)
- Course Units
The Bachelor of Education (Early Childhood and Primary) consists of 32 units, and will see you undertake the following studies:
- 32 core units
- at least one specialisation in Mathematics or English.
Core units
Introduction to Academic Language, Literacy and Numeracy in Education
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EDU10026
Introduction to Academic Language, Literacy and Numeracy in Education
Unit Code:EDU10026
Description:
About this unit
This unit develops students personal literacy and numeracy skills to ensure that they are well equipped to meet the demands of university, as well as the demands for teaching. In this unit students will learn about academic integrity, oral and written communication skills in the tertiary setting, critical analysis, and the application of different technologies. As they progress through the unit the students will also be supported to develop their personal literacy and numeracy skills and learn how to apply these skills in the context of learning of teaching.Content
- Personal literacy – growth mindset
- Personal numeracy – growth mindset
- The relationship between reading and writing
- Writing – spelling, grammar, punctuation and academic referencing
- Academic reading strategies
- Critical literacy
- Writing in the academic genre
- Understanding mathematics and numeracy
- Mathematics anxiety
- The growth mindset
- Understanding, presenting and using data
- Academic integrity: ChatGPT, Plagiarism & Turnitin
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EDU30064
Teaching Science
Unit Code:EDU30064
Contact Hours:Recommended 12.5 hours of study per week
Description:
This unit builds upon pre-service teachers to explore the relationship between Science and Technology. This unit prepares pre-service teachers to plan, teach, and assess and report, on student learning within the learning area of Science in the primary classroom.
Content
- Relevant national and or state / territory curriculum
- Designing Science lessons
- Being inclusive in Science
- Being safe in Science
- Cross-disciplinary and single subject approaches
- Teaching and assessment strategies for Science
- Planning
- STEM: Integrating Science with Design and Technologies and Digital Technologies
- Reporting and moderation
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EDU10003
The World of Maths
Unit Code:EDU10003
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit aims to familiarise students with mathematics in an educational context and beyond. Students will understand the difference between ‘mathematics’ and numeracy, and the implications of this on teaching and learning. Students will be introduced to the wonders that mathematics present in our everyday lives, and how these can be utilised in educational contexts. This unit will also briefly look at how children develop mathematical thinking. Students will consider what mathematics is and how it is learnt.Content
- Mathematics vs numeracy
- Mathematics vs numeracy in learning environments (are we preparing children with adequate numeracy skills)
- The Golden Ratio, Tessellations, Spirographs, Origami
- Thinking mathematically
- Theory of children’s development related to maths
- Maths as a real world subject
- Overcoming maths anxiety
- Becoming engaged and enthusiastic about mathematics and numeracy
- Problem solving skills related to numeracy
- The Origins of number and base 10 counting system
- Counting, Number sense, one to one correspondence, subitizing, conservation
- Numeracy, Mathematics and ICTs
- Contemporary research into teaching and learning mathematics
- Government policy and curriculum on literacy – links to EYLF and/or the VEYLDF and relevant National and/or State or Territory Curriculum
Theories of Teaching and Learning
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EDU10004
Theories of Teaching and Learning
Unit Code:EDU10004
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit aims to introduce students to theories of learning and teaching. Students will be introduced to what is meant by ‘learning’ and to the major contemporary theories of learning and how these relate to teaching processes. In addition, students will be challenged to reflect upon their own belief system and how this relates to different contemporary approaches to learning and its potential impact on teaching.Content
- Complexities of learning
- What is a learning theory?
- Where do theories come from and how are they used?
- Benefits and limitations of learning theories
- Application of learning theories to practice
- World views and their impact on practice
- Behavioral perspectives
- Cognitive perspectives
- Constructivist/Socio-cultural perspectives
- Post structural perspectives
- Contemporary theories from different perspectives
- Teaching and learning processes/pedagogy
- Learning and teaching with Virtual Learning Environments
- Overview of how research is used in education
- Qualitative and quantitative methods
Indigenous Education and Perspectives
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EDU10005
Indigenous Education and Perspectives
Unit Code:EDU10005
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit focuses on contemporary and historical Aboriginal and Torres Strait Islander cultures, identity, languages, histories, status, challenges, contributions and perspectives. Their impact on Australian society in general will be discussed. Particular attention will be paid to the implications for teaching not only Indigenous children but all children. The roles of early childhood professionals in bringing about reconciliation in a post-apology Australia are explored. This knowledge and understanding contributes to graduates’ cultural competence and promotes culturally inclusive teaching practices based on sensitive and informed relationships. Understanding the history and experience of Australia’s first people is essential in understanding the Australian community and its systems, including education. Students examine educational outcomes for all children, including Indigenous children.Content
- History and culture of Australia’s first nation Aboriginal people
- The positioning of Indigenous and traditional education systems within the nation state
- The impact of colonization and issues related to the retaining and maintaining of Indigenous and traditional knowledge through education
- The role of international organisations in protecting, preserving and maintaining Indigenous and traditional education systems
- Current and past contributions of Indigenous people
- Contemporary contexts for Indigenous people
- Reconciliation and its implications for teachers
- Anti-Bias Curriculum
- Integrating authentic Indigenous studies in the curriculum
- Indigenous perspectives and pedagogy in and implications for teaching not only Indigenous children but all children
- Roles of teachers in supporting reconciliation in a post-apology Australia
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EDU20001
Developing Literacy
Unit Code:EDU20001
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit aims to familiarise students with literacy in early learning environments. Students will consider children’s language development and how this corresponds to teaching and learning in literacy for young children. Students will gain an understanding of the ways in which children acquire skills, knowledge and attitudes relating to a wide range of literacies. The concept of multiple literacies will also be covered, particularly highlighting its presence in 21st century learning.Content
- English/Literacy definitions
- Government policy and curriculum on literacy – links to EYLF and or the VEYLDF and relevant National and/or State or Territory Curriculum
- Teaching reading, writing, speaking, listening
- New literacies and inclusion
- Literacy assessment
- Supporting multi-literacies
- Contemporary research into meta-cognition and meta-linguistics.
- Planning for literacy learning
- Strategies to support informal literacy learning
- Strategies to enable ICT to expand literacy teaching
- Technological Interventions in Early Literacy
- EAL (English as an additional language) continuum
- Effective literacy programming options for children in school-based group settings
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EDU20002
Mathematics in Practice
Unit Code:EDU20002
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit students gain knowledge of the principles and practices of teaching and learning mathematics in the foundation years of education. They explore a range of strategies for assessing children's numeracy, and design and implement learning experiences, lessons and lesson sequences that progress a child’s mathematical thinking.Content
- Mathematics in Early Childhood and Early years of primary education
- Pedagogical approaches to mathematics in early childhood and early primary environments
- Supporting children’s development of numeracy skills
- Relevant National and/or State or Territory curriculum outcomes for Mathematics (birth to eight years of age)
- Mathematics vs. numeracy
- Formal vs. informal numeracy learning
- Strategies to enable ICT to expand numeracy teaching
- Assessment of numeracy skills in early childhood and early primary settings
- Assessment of mathematics learning in early childhood and early primary settings
- Creating a numerate environment
- Mathematics and Numeracy in the relevant National and/or State or Territory Curriculum
Contemporary Perspectives of Learning and Development
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EDU20003
Contemporary Perspectives of Learning and Development
Unit Code:EDU20003
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit students will consider and critique contemporary educational approaches and theories which deepen understandings of the school-aged child as individual persons and members of social groups. All students will explore a range of theories concerning the physical, cognitive and psychosocial aspects of development, and will examine ideas and debates about the context of development with specific reference to family, school, peers, culture and diverse social contexts. The unit aims to help students acquire a deep knowledge of key characteristics, strengths and needs of contemporary societal influences.Content
- Introduction to early childhood development and learning
- Historical and philosophical underpinnings of early childhood education
- Traditional and contemporary influential philosophies and approaches (including Reggio Emilia, Steiner, Montessori, Te Whariki, Forest Schools)
- Past and present images of children and childhood
- Ecology of socialisation
- Contemporary research perspectives of child and childhood including traditional and contemporary theoretical approaches (including humanist, behaviourist, social constructivist, social learning, ecological, critical, queer, post-structuralist, social cultural-historical)
- Issues that affect children in the 21st Century, e.g. bullying, social media and childhood obesity
- The role of effective learning environments
Sustainable Education and Perspectives
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EDU20005
Sustainable Education and Perspectives
Unit Code:EDU20005
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit focuses on education for sustainability, moving beyond offering children experiences with nature to supporting them in appropriate ways to understand the systems and mechanisms that support life and environmental stewardship. The subsequent focus is encouraging them to act on those understandings.Content
- Definitions of sustainability and environmental education
- The nature of Education for Sustainability
- History of Education for Sustainability
- Global perspectives on Education for Sustainability
- Rationales for including Education for Sustainability in the curriculum
- Ecological literacy
- Developing an Education for Sustainability curriculum
- Creating and maintaining natural play spaces
- The Forest school movement
- Case studies of sustainable practice, natural play spaces and Forest schools
- The Australian Sustainable Schools Initiative (AuSSI)
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EDU20014
Social and Emotional Learning
Unit Code:EDU20014
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit, pre-service teachers explore theories of social and emotional development that enable children to build a sense of wellbeing and identity in addition to developing resilience. This unit provides pre-service teachers with the knowledge and skills required to develop positive relationships with children. Pre-service teachers are introduced to the major perspectives of understanding and supporting behaviour and explore how these relate to behavioural and educational theories and practices. They explore the role and practice of external agencies and professionals in supporting children, young people, teachers and families.Content
Students who complete this unit will be able to:- Understand dimensions of wellbeing
- Understand how wellbeing influences our ability to learn, and which factors influence wellbeing
- Use the PERMA Model of flourishing
- Understand social and emotional learning, as well as positive behaviour support principles and practices
- Understand behaviour intervention versus preventative behaviour techniques
- Plan learning environments that adhere to positive models of behaviour management and include practical approaches to manage challenging behaviour
- Describe a range of strategies for working effectively and ethically with families and external agencies.
Understanding and Supporting Inclusion
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EDU30005
Understanding and Supporting Inclusion
Unit Code:EDU30005
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit students will gain knowledge and skills to identify and support children with additional needs. Students will be able to work collaboratively with children, families, supporting agencies and other professionals to provide inclusive educational experiences for children with additional needs.
Content
- Inclusion – theory, practice, ethics (inclusive curriculum and environments)
- Image and language of inclusion
- Family-centred practice – work in partnership with families to access support, resources and additional services
- Strength-based approaches
- Early intervention services and specialists – roles, relationships and communication
- Characteristics of additional needs including Autism, Asperger’s Syndrome, Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Down Syndrome
- Equity and social justice
- Anti-bias curriculum revision and how it supports children with additional needs
- Collaboration with other professionals
- Policies, funding and legal requirements
Families, Community and Citizenship
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EDU30006
Families, Community and Citizenship
Unit Code:EDU30006
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit, students focus on contemporary families in Australia and a range of issues impacting on family life. A variety of theoretical approaches are considered. This information is applied in an exploration of the nature of desirable relationships between teachers and families in early learning settings and schools. Interconnections between children, families and communities are examined with a focus on the implications for teachers’ practice.Content
- What are the humanities in education?
- Communities and citizenship
- Cultural diversity and its impact on Australian communities
- Family structures and functioning in the contemporary Australian context and their impacts on children
- Cross-cultural child rearing
- Community engagement and partnerships
- Family-centred practice and its application to teaching in early childhood settings and schools
- Linking early learning services to their geographical and professional communities through strategic relationships
Imagining the World through the Arts
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EDU30007
Imagining the World through the Arts
Unit Code:EDU30007
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit students focus on the skills and knowledge related to music, visual arts, dance and drama in the early childhood/primary classroom and design and implement arts teaching programs. Students will understand the contribution of music, dance, drama and visual arts to learning in the lives of children, and they will have the skills to support children’s creativity, self-expression, imagination and use of multiple methods of communication and expression.Content
- The historical and pedagogical contexts for a creative arts curriculum
- The value of arts based curricula
- Inquiry based studio practices
- Exploring visual and aesthetic dimensions
- Exploring musical and rhythmic dimensions
- Exploring story and dramatic dimensions
- Creating an inclusive curriculum that encourages all children to participate in music, dance, drama and visual arts experiences
- The roles of the teacher in facilitating children's creative, aesthetic, musical and dramatic development and confidence
- Evaluating music, creative movement, and drama resources for children birth – 5 years using contemporary pedagogical frameworks
- Using voice and singing to promote language development, physical skills and movement.
Mathematics in the Primary Classroom
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EDU30009
Mathematics in the Primary Classroom
Unit Code:EDU30009
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit aims to prepare students to plan, teach and assess mathematics in the primary classroom. All mathematical concepts related to the curriculum will be explored, along with practical pedagogical approaches.Content
- Curriculum content for mathematics from Foundation to Grade 6: Number and Algebra; Measurement and
- Geometry; Statistics and Probability
- Understanding of the differences in the content strands within the Australian Curriculum for mathematics
- Understanding the relationship within the proficiency strands
- Mathematical Concepts in each year level
- Pedagogical approaches
- Tools for planning, assessing and reporting student learning in mathematics
- Open vs. closed assessment/activities
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EDU30011
Discovering Science
Unit Code:EDU30011
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit prepares pre-service teachers to some of the main principles of science and scientific knowledge and why it is important in the modern world. School students will explore and become familiar with the scientific content and concepts within the relevant National and/or State and Territory Curriculum. They will discover how children’s scientific knowledge and understandings develop from early to later primary school. A key focus of the unit is for students to learn how science learning and teaching can be fun, engaging and relevant for school students from Foundation to Grade 6.Content
- What is Science?
- Why is Science important in today’s world?
- Relevant, National and / or State or Territory Curriculum content, concepts and organisation
- Children’s development of scientific concepts, principles and knowledge (Foundation to Grade 6)
- Contemporary science pedagogy
- 5E inquiry planning
- Making Science fun and engaging
- Graduate Attribute – Communication Skills: Verbal communication
- Graduate Attribute – Communication Skills: Communicating using different media
- Graduate Attribute – Digital Literacies: Information literacy
- Graduate Attribute – Digital Literacies: Technical literacy
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EDU30014
Health and Physical Education
Unit Code:EDU30014
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit focuses on preparing students to plan, teach and assess health and physical education in primary learning environments. Students will become familiar with the elements that comprise health education, how they are addressed at different year levels, and how to cater to specific needs of students. They will also gain knowledge in the specific motor skills children should develop through physical education. Links will be made to relevant state curriculum documents.Content
- State curriculum documents
- Australian Curriculum draft for health and physical education
- Motor skills in primary aged children
- Heath education, including: healthy lifestyles, sexual education, safety education
- Observation and assessment techniques
- Instructional approaches
- Planning sequences for physical education
- Sport in primary school
- Physical education environments
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EDU30059
Teaching Technologies
Unit Code:EDU30059
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit is preparing pre-service teachers to plan, teach and assess digital technologies and design within in the primary classroom. Pre-service teachers will gain knowledge of the principles, practices and curriculum content and key concepts of teaching digital technologies and design and technologies. Additionally, contemporary issues when teaching digital and design and technologies will also be considered.Content
Students who complete this unit successfully will be able to:- Teach, plan and assess key digital technologies and design and technologies concepts and curriculum content appropriate for primary school environments.
- Evaluate pedagogical approaches in teaching and learning of digital technologies in the Primary classroom, including cross-disciplinary approaches.
- Evaluate and generate learning experiences that reflect relevant National and/or State or Territory curriculum documentation and reflect contemporary pedagogical approaches.
- Evaluate digital technologies and design and technology resources with a focus on student engagement.
- Evaluate a range of assessment and reporting strategies and record keeping instruments within digital technologies and design and technologies in terms of their purpose, benefits, limitations and implementation constraints.
- Analyse how the broader theoretical and societal context impacts upon the teaching of digital technologies and design and technologies.
Educational Leadership, Management and Program Assessment
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EDU30062
Educational Leadership, Management and Program Assessment
Unit Code:EDU30062
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit helps pre-service teachers learn how to successfully work in a variety of leadership and managerial positions within an early childhood service. Pre-service teachers will also gain skills that enable them to be effective communicators.Content
Topics to be discussed may include:- Analyse the skills and dispositions required for the roles of early childhood leader and manager and appreciate their inter-connectedness
- Apply current theories and models of leadership and understand how they apply them appropriately to educational settings
- Identify legal requirements for managing and operating early childhood services
- Work collaboratively to develop early childhood policies and procedures
- Critically evaluate principles and strategies for assessment and reporting of student learning and development
- Examine ethical requirements for policies and working in complex partnerships with families, children, colleagues and members of the community.
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EDU30063
Teaching English
Unit Code:EDU30063
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
Pre-service teachers are given the chance to familiarise themselves with English in the Primary Classroom. Students will learn how to plan, teach and assess all aspects comprising the relevant National and/or State or Territory English Curriculum – reading, writing, speaking and listening (including phonemic awareness) – and relate this to the relevant National and International standards for English. The concept of multiple literacies will also be embedded into all aspects of this unit, highlighting its presence in 21st Century learning.Content
Topics to be discussed may include:- Plan and evaluate English lessons and units using the structure and content of the relevant National and/or State or Territory Curriculum including multi-literacies.
- Examine the development of English concepts throughout the primary years of schooling and relate it to the content of the National and/or State or Territory Curriculum.
- Investigate and plan pedagogical approaches to Literacy in the primary years for diverse learners.
- Develop appropriate and inclusive methods and structures for the planning and assessment of English.
- Compare and critically evaluate the benefits and limitations of various forms of assessment and reporting in English.
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EDU30068
Teaching Early Reading
Unit Code:EDU30068
Contact Hours:Recommended 10 hours of study per week
Description:
This unit is designed to prepare pre-service teachers to teach early reading in early years education. It examines the key elements for early reading development which include oral language and concepts of print, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension. In addition, effective teaching strategies and assessments for early reading will be explored through modelled and practised pedagogies.
Pre-service teachers will gain critical insights into early reading development which will add to their pedagogical content knowledge. They will also develop a deep understanding of early reading development by drawing on relevant theoretical perspectives, contemporary pedagogical practices and evidenced based research that informs effective strategies for teaching, learning and assessments.
Content
- Key elements for reading development in the early years (e.g. oral language, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension).
- Children’s literature (e.g. early childhood literature and engaged play, and genres of children literature).
- Home and community literacy practices (e.g. parental involvement, reading to and with babies and toddlers, adult modelling of reading behaviours, public libraries and community groups).
- Language and literacy development for EAL/D learners.
- Research on evidence-based teaching practices for early reading development.
- Strategies for planning and teaching early reading.
- Assessment strategies in early reading (e.g. informal discussions, read and retell, basic sight word tests and running records).
- Links to the Early Years Learning Framework and the Australian Curriculum (or state equivalents).
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EDU40001
The Healthy and Active Child
Unit Code:EDU40001
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit, students examine a range of topics related to children’s health, nutrition and safety from birth to eight years, and their implications for children, families and communities. Students will apply this knowledge to their roles as teachers in a range of settings.Content
- Common childhood illnesses – symptoms and treatment
- Children’s growth
- Childhood nutrition
- First aid
- Safety issues in educational settings – policies, procedures and legal requirements
- Supervision for safety
- Emergency procedures in educational settings
- Hygiene
- The role of physically active play for health and wellbeing
- Challenging and creative educational environments
- Nature and outside play environments
- Physical education
- Teaching children about health, safety and nutrition
- Contemporary health issues
- Natural play spaces and connections with nature
- Risk aversion and benefit assessment
- Sharing information about children's health with children, families and communities
- Stress and the impacts of cortisol on children’s growth and development
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EDU40002
Play and Environment
Unit Code:EDU40002
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit students extend their understanding of the characteristics and theoretical approaches to play and collaborative learning and their role in the curriculum. They explore how environments and resources can be used to promote children's active and authentic engagement in learning, resilience and wellbeing. The unit details relationships between children's play and inquiry across the full range of subject disciplines and learning areas. It further provides students with practical opportunities to analyse experiences that foster learning in early childhood.Content
- Contemporary and cultural considerations with respect to children's play; an overview of the exploration of major theorists and theories
- Theories about and constructs of play
- Categories of play
- Pedagogy and play – the teacher’s role
- The environment as the third teacher – Reggio Emilia
- Setting up learning environments – theory of loose parts
- Indoor and outdoor play experiences
- Nature, natural materials and outdoor playspaces
- Selection and maintenance of learning materials and equipment
- Exploration of current understandings of the place of play in appropriate curriculum for children, in both school and prior-to-school settings
- Daily living experiences (routines) in early learning settings and their potential for learning
- Implications for multi and single age groups
- Equity and inclusion in play
Teacher Well-Being, Resilience and Emotional Intelligence
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EDU30070
Teacher Well-Being, Resilience and Emotional Intelligence
Unit Code:EDU30070
Description:
About this unit
This unit will provide pre-service teachers with the theoretical perspectives of positive psychology, including positive psychology-based strategies, to support their optimal wellbeing and resilience as graduate teachers in contemporary educational settings. Pre-service teachers will examine the concept of professional wellbeing, including the key elements of wellbeing such as positive emotion, engagement, positive relationships, meaning, accomplishment and health, which are required for flourishing in the workplace. In addition, pre-service teachers will develop strategies to support their emotional intelligence, resilience, complex decision making and reflective practice in educational settings.Content
- Positive psychology theory
- Wellbeing frameworks and elements
- Resilience theory and practice
- Emotional intelligence for teachers
- Reflective practice for teachers
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EDU40008
Arts Education
Unit Code:EDU40008
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this the unit, students will develop understandings of theory and practice in arts education with a focus on dance, drama and music, media and visual arts. They will be able to demonstrate arts skills and an understanding of arts education concepts to a level appropriate for teaching in the primary classroom. A principal outcome will be the ability to design and implement teaching programs in the arts for children. Ultimately, this unit aims to help students gain knowledge and skills to increase their appreciation and understanding of the contribution of the arts to learning in the lives of children. It also explores ways to support and encourage children’s creativity and confidence in expressing themselves.Content
- Relevant national and or state/territory curriculum
- Contemporary pedagogical approaches and methods of teaching the Arts including the use of ICT
- Principles of planning and assessing within the Arts
- Providing feedback to enhance learning
- Arts key concepts
- Creativity in Primary school
- Reflective teaching in the Arts
- Arts resources.
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EDU40011
Teaching the Humanities
Unit Code:EDU40011
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit focuses on preparing pre-service teachers to plan, teach and assess the Humanities and Social Science learning areas of History, Geography, Civics and Citizenship and Economics and Business within in the primary classroom. Pre-service teachers will gain knowledge of the principles, practices and curriculum content and key concepts of teaching Humanities and Social Sciences. Contemporary issues when teaching Humanities will also be considered. An emphasis will be placed on the use of ICT to support Humanities teaching and learning.Content
- Curriculum
- Contemporary pedagogical approaches and methods of teaching Humanities and Social sciences, including the use of ICT
- Humanities concepts
- Principles of teaching, planning, assessing and reporting within the humanities
- Resources in Humanities
- Strategies for assessing student learning, including the importance and functions of moderation and providing feedback to enhance learning
- Contemporary issues in Humanities teaching
- Informal learning experiences
- Inquiry learning
- Graduate Attribute – Communication Skills: Verbal communication
- Graduate Attribute – Communication Skills: Communicating using different media
- Graduate Attribute – Teamwork Skills: Collaboration and negotiation
- Graduate Attribute – Teamwork Skills: Teamwork roles and processes
- Graduate Attribute – Digital Literacies: Information literacy
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EDU40022
Innovation for Education
Unit Code:EDU40022
Contact Hours:Recommended 12.5 hours of study per week
Description:
About this unit
Through self-directed learning, pre-service teachers develop depth of pedagogical content knowledge and understanding in one primary learning area chosen from; English, Mathematics or Science. Pre-service teachers identify and discuss a range of pedagogical strategies appropriate to their chosen primary specialisation and develop in depth understanding of the relevant curriculum framework with regard to their area of specialisation. In this unit, pre-service teachers will conduct a case study research project to investigate pedagogical practices in their area of specialisation during their professional placement. This unit supports pre-service teachers in becoming leaders and innovators in their area of primary specialisation within educational settings.Content
- Contemporary approaches to curriculum, pedagogical practice and learning environments in chosen area of specialisation
- Research-informed practice
- Teacher pedagogical content knowledge
- National curricula and policy frameworks
- Assessment and data literacy
Practicum units
Introduction to Curriculum Planning and Assessment: Practicum 1
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EDU10001
Introduction to Curriculum Planning and Assessment: Practicum 1
Unit Code:EDU10001
Contact Hours:Recommended 10 hours of theory study per week plus 20 days of placement
Description:
About this unit
In this unit, students focus on the dimensions of curriculum and effective teaching of children aged between 2 and 5 years. They undertake a supervised professional experience in an early childhood education setting with children aged 2–5. Students engage in active, careful and critical reflection on their observations and experience and practice a range of strategies and roles involved in teaching young children.Placement
Type: Early Childhood Setting
Age Group: 2–5 years of age
Duration: 20 days
Minimum Attendance: 7.5 hours per day excluding breaks. Must include 5 hours contact time with children and 2–3 hours of planning or non-contact time per day
Content
- Australian Professional Standards for Teachers (Graduate) Standards 1–7
- Code of Ethics
- How children learn in the early years
- Teaching with intention
- Expectations for young children
- Self-assessment of teaching
- Learning experiences
- Promoting confidence and engagement in learning
- Adapting teaching methods to the young children’s skills, knowledge and interests
- Demonstrating an awareness of children’s interest contemporary technologies
- Recognising individual difference and supporting learning accordingly
- Engaging collaboratively with colleagues and contributing to reflective practice
- Planning for and assessing children’s learning in the early years
- Creating and maintaining safe, healthy and challenging early years learning environments
- Using relevant documents to plan, implement and evaluate learning experiences
- Intervening effectively to encourage appropriate behaviour and deal with inappropriate behaviour
- Relevant national and/or state or territory curriculum and framework documents
- Family partnerships-strategies for communication with families
- Links between theory, research and practice
Curriculum, Planning and Assessment for Primary: Practicum 2
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EDU20006
Curriculum, Planning and Assessment for Primary: Practicum 2
Unit Code:EDU20006
Contact Hours:Recommended 10 hours of study per week plus 21 days of placement
Description:
About this unit
In this unit students undertake a professional practicum in an Australian Lower Primary School setting under the supervision of a registered teacher mentor. Students involve themselves in the life of the school and reflect on their practice and performance in discussion with their school supervisor and university staff. They observe a variety of classes at different levels and at the discretion of their supervisor, students may be introduced to teaching through one-to-one coaching or small group work before taking responsibility for a full class. However, students should have experience of taking a full class in a variety of content areas before the end of this teaching round. In preparation for their placement in schools, students engage with material relating to the primary curriculum and assessment for learning in the primary classroom and establishing professional relationships from the onset.Placement
Type: Lower Primary School
Year Level: 5–8 year of age / Foundation to Year 2
Duration: 21 days
Minimum Attendance: 7.5 hours per day excluding breaks
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
- Lower primary school (Foundation to Grade 2) curriculum policies and documents
- Introduction to assessment practices and their relationship to effective learning
- Lesson 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
- Applying ICT strategies to engage literacy and numeracy teaching
- Code of Conduct
Planning, Teaching and Learning for Infants: Practicum 3E
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EDU30027
Planning, Teaching and Learning for Infants: Practicum 3E
Unit Code:EDU30027
Contact Hours:Recommended 10 hours of theory study per week plus 10 or 20 days of placement, depending on the course
Description:
About this unit
Pre-service teachers will develop knowledge, skills and dispositions needed to teach infants and toddlers effectively. Within the allocated timeframe, pre-service teachers will undertake 10 days of professional experience in an approved early childhood setting, with children aged birth to two years. Major emphasis is given to respectful relationships, the potential for learning opportunities throughout the child's total experience in early learning settings and the critical importance of knowing children in the context of family, community and culture. These knowledge, skills and dispositions will be used and extended under the supervision of an experienced mentor/qualified EC teacher.Placement
Type: Early Childhood Setting Age Group: 0–2 years of age Duration: 10 days Minimum Attendance: 7.5 hours per day excluding breaks. Must include 5 hours contact time with children and 2–3 hours of planning or non-contact time per dayContent
- Infant learning and development
- Self-assessment of teaching performance
- Planning and assessing infant learning
- Recognising individual differences and supporting learning accordingly
- Engaging collaboratively with colleagues and families
- Creating and maintaining healthy, safe and rich learning environments that support learning
- Helping infants begin to learn to guide their own behaviour
- Strategies for evaluating learning and teaching programs to improve learning
- Teaching strategies and resources for supporting and assessing infant learning
- Routines and transitions
- Sensorial play
- Attachment theory and its implications for practice
- Code of Ethics and professional standards
Ready to Teach Primary: Practicum 4e
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EDU40005
Ready to Teach Primary: Practicum 4e
Unit Code:EDU40005
Contact Hours:Recommended 10 hours of theory study per week plus 20 days of placement
Description:
Placement
Type: Lower Primary School
Year Level: 5–8 year of age / Foundation to Year 2
Duration: 20 days
Minimum Attendance: 7.5 hours per day excluding breaks
About this unit
In this unit, students undertake a professional practicum in the early years of school (prep to Grade 2) in an Australian primary school under the supervision of an experienced qualified teacher. The unit aims to provide students with an understanding of the school curriculum at this level and their role as teachers in this setting. Associated coursework focuses on children’s cognitive and social development in relation to the transition to school. Swinburne University has now incorporated the Graduate Teacher Performance Assessment (GTPA) into the final year of primary professional experience units. This narrative based assignment will allow you to demonstrate your competence in classroom practice by creating a unit plan, lesson plans, assessing, reflecting and appraising your teaching. Connecting the academic program to your professional experience, the GTPA provides quality assurance of graduate readiness, giving you valuable experience to help you progress into your new career.Content
- Australian Professional Standards for Teachers 1–7 (Graduate)
- Transition to school
- Self-assessment of teaching performance
- Children’s cognitive, social and emotional development
- Guiding children’s behaviour individually and in group situations
- Adapting teaching and curriculum content to children’s abilities, knowledge, skills and interests
- Collaborative approaches with children, colleagues and families
- Planning, assessing and evaluating for effective teaching and learning
- Creating and maintaining safe, healthy and challenging learning environments
- Using relevant curriculum documents to design learning experiences
- Organisational policies and practices in primary school including professional codes
- Completing the GTPA Preparation Assessment
- Completing the GTPA Portfolio Assessment
Ready to Teach Early Childhood: Practicum 5e
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EDU40006
Ready to Teach Early Childhood: Practicum 5e
Unit Code:EDU40006
Contact Hours:Recommended 10 hours of theory study per week plus 20 days of placement
Description:
Placement
Type: Early Childhood Setting
Age Group: 3–5 years of age
Duration: 20 days
Minimum Attendance: 7.5 hours per day excluding breaks. Must include 5 hours contact time with children and 2–3 hours of planning or non-contact time per day
About this unit
This unit aims to prepare pre-service teachers to take a leadership role in the design, implementation and evaluation of curriculum for children aged three – five years and assess learning. Building on previous studies, experience and learning, students will focus their direction towards the role of a teacher in an early childhood setting. In this unit students build more advanced skills and gain additional knowledge for curriculum decision-making, including using a variety of means of assessing children's interests, skills, knowledge and learning.Content
- Learning content/subject discipline areas for early childhood education
- Health and safety considerations
- Diversity, difference and inclusion
- Designing learning environments
- Organising the curriculum (including routines, transitions, timing, choices)
- Documenting planning decisions
- Assessing children’s learning
- Transition to school
- Inquiry-based and problem-solving approaches
- Diversity and individual differences
- Maintaining safe and challenging learning environments
- Tools and practices for assessing, recording and reporting on children’s learning
- The use of ICT to communicate and to plan, implement and evaluate curriculum
- Code of Ethics
- Graduate early childhood teachers standards
- Advocacy
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