Introduction to Academic Language, Literacy and Numeracy in Education
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
This unit is found in Bachelor of Education (Primary), Bachelor of Education (Early Childhood and Primary) and Bachelor of Education (Early Childhood Teaching).
Understanding Language and Literacy
Unit Code:EDU10002
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit aims to help students understand the meaning of literacy and multi-literacy and introduces them to theories of literacy development and learning. Students will consider how the skills of reading, writing, listening, speaking, viewing and representing experiences develop and will begin to relate them to the teaching of such skills.
Content
- What is literacy?
- What is multi-literacy?
- Theories of literacy
- Theories of language development: behaviourist, nativist, interactionist , cultural-historical
- How language and literacy develop
- Culture, language and oral traditions
- Components of language: phonology, semantics, grammar, morphology, pragmatics
- Multilingualism
- Contemporary research into literacy development
- Technology, multimedia and literacies
- Working with families to support language development
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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
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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
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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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Teaching and Learning in the 21st Century
Unit Code:EDU10006
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this teaching and learning unit students explore a range of contemporary perspectives and contexts that impact education and the work of educators. The role of the teacher in an era of rapid change and emerging technologies is considered and the evolving function of education in society. Students are encouraged to articulate their own vision of education appropriate for the 21st century.
Content
- What is 21st century learning?
- What does it mean and how and why is it different.
- Personalised learning and the autonomous learner
- Teachers building learning around the needs of children, rather than learners conforming to the system
- New views of equity, diversity and inclusivity: Diversity needs to be recognised as strength and be actively fostered to encompass everyone's variations, differences, cultures and backgrounds.
- Curriculum that uses deep knowledge: curriculum in early childhood and primary education that is designed to create knowledge rather than acquiring it through a content transmission approach.
- Rethinking learners and teachers roles
- Moving beyond seeing learning in terms of being student-centred or teacher-driven and instead to think about how learners and teachers would work together in a knowledge-building, learning environment.
- A culture of lifelong learning
- Twenty-first century educational thinking requires teachers (as well as students) to see themselves as lifelong learners, able to adapt to changing educational circumstances and changing groups and needs of students.
- Future oriented education, leadership and innovation: skilled leaders; expert teachers; collaborations; advocates for change; shared exemplary practice; holistic approach; culture of continuous learning and innovation; new technologies; Developing a vision.
- The role of new technologies: how technologies that have transformed our jobs, our homes, and our lives, can also transform our schools. Multi-literacies.
- Technology in practice: key trends and emerging technologies that can be used in teaching and learning
- Global perspectives and social change: globalisation and a dynamically changing global world – the impact on education.
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Contemporary Perspectives of Learning and Development for Early Childhood
Unit Code:EDU10007
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit, students focus on traditional and contemporary approaches and theories in early childhood education, professional understandings about children and key cultural-historical issues affecting children and their families. The unit also includes revision of child development and consideration of the constructs of childhood.
Content
- Revision of traditional and contemporary theoretical approaches (including humanist, behaviourist, social constructivist, social learning, ecological, critical, queer, post-structuralist, social cultural-historical)
- Revision of development and learning as categorised in the national Early Years Learning Framework
- Identity, contribution and connection to the world, wellbeing, confident learner, communicator
- Historical and philosophical underpinnings of each childhood education
- Traditional and contemporary influential philosophies and approaches (Reggio Emilia, Steiner, Montessori, Te Whariki)
- Past and present images of children and childhood
- Contemporary research perspectives of child and childhood
- The sociology of childhood
- The effects on children and families of attitudes to social class, gender, ethnicity, race and the dominant culture
- Cross-cultural perspectives on children, childhood and early childhood education
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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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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
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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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Understanding and Supporting Behaviour
Unit Code:EDU20004
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit aims to help pre-service teachers understand why children display different behaviours within a learning environment and how to approach and negotiate these behaviours.
Content
- Factors that influence behaviour in the learning environment
- Principles, policies and practices for establishing a productive learning environment
- Frameworks and models for understanding and responding to a range of challenging student behaviours
- Positive behaviour support principles and practice
- Classroom climate
- Restorative practice
- Behaviour management techniques
- Behaviour intervention versus preventative behaviour techniques
- External organisations and agencies working with families
- Considerations for right of ethics
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Imagining the World through Language and Literature
Unit Code:EDU30001
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit students learn about the theory and practice of early childhood language and literature. It includes the study of language, cultural and literacy potential of a wide range of children's literature and everyday texts, with a focus on children's language development as they move from home to prior-to-school settings and into the first years of school.
Content
- Criteria for selecting literature for children from birth, based on knowledge of a range of theories of literary criticism (for example, structuralism, post modernism, feminism)
- Exploration of a range of children's literature including:
genres in children’s literature (for example, picture books, big books and illustrated texts, poetry, narrative/novels (fantasy, historical, realistic), short stories, informational texts)
- Folklore and fairy tales
- The oral tradition
- Significant authors
- Historical and contemporary trend
- Literature for different age groups
- Cultural influences on literature
- Strategies that support children's appreciation and understanding of literature
- Relationships between children's literature and social contexts and cultures
- Effective storytelling in early childhood
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Science and Technology
Unit Code:EDU30002
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit, students build on their knowledge of the principles and practices of teaching and learning by applying them to the fields of science and technology. Students explore a range of strategies for assessing children's scientific understandings using knowledge of curricula, resources and teaching strategies to design and implement learning opportunities and lesson sequences which enhance the development of children's scientific thinking and enjoyment of science. Students use information and communication technologies as tools for learning and explore issues related to the use of technology in prior-to-school settings and school classrooms.
Content
- The nature of science and scientific thinking
- The fundamentals of technology – how things work
- Attitudes and dispositions – a sense of wonder
- Science experiences for children birth to eight years
- Essential instructional content for teaching science and technology up to and including Grade 2
- The use of ICT for communication purposes and for work preparation, presentation and implementation
- Integrating science in the curriculum
- Design and sequencing of tasks in teaching science and technology
- Enquiry-based and problem-solving approaches
- Dealing with diversity and individual differences
- Maintaining a safe and challenging learning environment in school-based science classes
- Tools and practices for assessing, recording and reporting on children’s learning in science and technology
- Using ICT to facilitate children’s learning
- Federal and State departmental policy documents relating to teaching science and technology and their implications for teaching
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Well-Being and Resilience
Description:
About this unit
In this unit, students learn about pedagogical practices, particularly ways of interacting and communicating with young children which support them to develop reciprocal and respectful relationships with adults and other children. Students explore theories about children’s behaviour and the factors that influence it, as well as ways to encourage children’s engagement in learning. Students explore and reflect on their beliefs and assumptions about guiding children’s behaviour and the effects these have on teachers’ roles and interactions with children.
Content
- Theories of wellbeing including attachment theory
- Emotional wellbeing and involvement scales
- Common causes of stress in children
- Effective communication with children of different ages
- Resilience and development
- Collaborating respectfully with children, families and other professionals to develop plans to support constructive behaviour in individual children
- Impact of family, culture and community on children’s identity, behaviour and wellbeing
- Common contemporary factors that impact on children’s wellbeing
- Diverse theories about causes of disruptive or destructive behaviour
- Strategies for supporting constructive behaviour
- Setting up environments and implementing curriculum to promote positive behaviour
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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
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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
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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.
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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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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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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
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Identity: The Early Childhood Professional
Unit Code:EDU40003
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit students explore what it means to be a contemporary early childhood professional, with its associated opportunities and challenges. Students consider their unique place and possible roles in the profession. In addition they learn strategies to support their own professional resilience and wellbeing.
Content
- Overview of children’s services in Australia
- History of children’s services in Australia
- Commonwealth and jurisdictional policies and initiatives in children’s services
- National Quality Reform Agenda
- Care-education divide
- Early Childhood Australia Code of Ethics
- United Nations Convention on the Rights of the Child
- Key components of early childhood education, including play, images of children, collaborations with families, diversity and difference and the critical importance of relationships
- What it means to be a professional and a member of a profession
- Maintain and strengthen their own resilience and wellbeing and contribute to others’ wellbeing
- What it means to be a professional
- Professional learning and identity
- Personal and professional resilience and wellbeing
- Reflective practice
- Professional associations, networks and collaborations
- Communities of practice
- Mentoring others
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Advocacy and Social Justice
Unit Code:EDU40004
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
In this unit, students examine the concept and practice of advocacy and the role of the teacher as an advocate for social justice. Both local and global issues related to social justice are examined and critiqued. Students have the opportunity to develop a deep understanding of social justice and how it links to the goals and practice of teaching. There is particular attention paid to children’s moral, ethical and social understandings and ways of nurturing a commitment to fairness, equity and social justice among children of different ages. The unit focuses on the principles of an anti-bias curriculum with a focus on promoting cooperation, empathy, caring for others and negotiation with the goal of empowering children to speak out against injustice.
Content
- Advocacy and the role of the professional
- Advocacy and professional identity
- Tools and dispositions for advocacy
- Critical and Socratic thinking
- Ethics and ethical decision making
- Ethical thinking and practice, including attention to the ECA Code of Ethics
- Anti-bias Curriculum
- The concept of global citizenship
- Interdependence and globalisation
- Identity and cultural diversity
- Social justice and human rights
- Peace building and conflict resolution
- Sustainable futures
- Rights of children – UN Convention on the Rights of the Child
- Diversity, equity and social justice
- Children’s agency
- Guiding children’s moral, social and ethical understandings
- Children as advocates
- Children as active contributors to communities – case studies.
This unit is found in
Bachelor of Education (Early Childhood and Primary).
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Nature Pedagogies
Unit Code:EDU40020
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit will draw on the research evidence that reveals exposure to natural environments develops children’s understandings and experiences that will have a long term impact on the quality of children’s lives, particularly in relation to their physical health, motor skill development, emotional wellbeing and ‘character capabilities’ such as self-regulation, empathy, creativity, and innovation, and their capacity to be successful learners. Pre-service teachers will be supported to use their senses, to explore, to be creative and to (re)discover how to learn in, with and through nature, in order that they will be build capacity on how plan through policy, programming and pedagogy the means to introduce natural learning as central to an early childhood program.
Content
- Philosophies of learning and playing in, with and through nature
- Methodologies of learning and playing in, with and through nature
- Contemporary research: Nature Play, Bush kinder and Forest schools
- Relationships with and in spaces
- Relationships with and in nature
- Human and non-human animals learning together
- Developing nature play policies
- Excursions and incursions
- Choosing a site
- Risk assessments
- Regulatory requirements
- Sensory learning
- Risk taking
- Natural play pedagogies
- Outdoor learning
- Natural resources and materials
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Achieving High Quality Early Learning
Unit Code:EDU40021
Contact Hours:Recommended 10 hours of study per week
Description:
About this unit
This unit prepares pre-service teachers to embark on a career in early childhood as a leader of the profession. Throughout this unit key legislation, policies, procedures and practices will be debated, discussed and critically analysed. Pre-service teachers will be given the appropriate skills, requirements and experiences to embark on a quality improvement journey within the sector and respond to the regulatory requirements set down by ACECQA. Achieving High Quality Early Learning relates directly to the expectations placed upon early childhood services to improve outcomes for children and families.
Content
- Debate quality provision
- Analyse and dissect National Quality Framework
- Reflect upon philosophies
- Develop strategic goals
- Develop a Quality Improvement Plan
- Respond to Assessment and Rating report and develop a strategic plan
- Respond to changes in legislation and DET procedures
- Draft policy guidelines
- Respond to stakeholders; family and child committee
- Manage a complaint
- Dissect, implement and critically reflect upon Child Safe Standards
- Respond to an emergency situation and respond to the department
- Prepare for an assessment and rating visit; critically reflect, embed and engage with national quality standards
- Manage a complex team
- Diagnose staff needs and develop mentoring support
- Staff appraisals.
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