|Semester 2, 2022 External|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|Grading basis :||Graded|
|Version produced :||27 June 2022|
Examiner: Nicole Delaney
This course equips educators with the knowledge and skills necessary for identifying, analysing and interpreting student data, as well as ways to communicate student learning and report clearly to key stakeholders the development capabilities, interests and strengths of young children. The course extends upon historical, contemporary and post-structuralist theories on play and draws from key curriculum documents, and student data, in order to equip educators with the skills to inform decision-making for co-constructing learning environments, designing effective teaching and learning sequences, selecting of meaningful resources. Educators will utilise age appropriate content and strategies to support children's meaning-making to enhance and extend on children's interests and identified learning goals. The course provides early childhood educators with the opportunity to develop an understanding and awareness of key features and themes of the Early Years Learning Framework, approved learning frameworks and early childhood curricula, and how these documents inform pedagogical decision-making. The course provides opportunities for educators to engage with and apply key learning to practice. Educators will participate in professional conversations and personal reflection as a way of improving practice. Educators will also investigate educative and interactive strategies required for the facilitation and support of successful transitions for children and families across learning contexts.
A professional experience placement is attached to this course. MELT preservice teachers will complete a 20 day professional experience to meet regulation requirements. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.
Text and materials required to be purchased or accessed
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
|Weighting (%)||Course learning outcomes|