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This course is dedicated to producing quality graduates ready to take up employment across the early childhood education sector, including teaching children aged 0-3 years, pre-kindergarten, kindergarten, pre-primary and years 1-3 in a primary school. Dealing specifically with children aged 0-8 years, Early Childhood Studies focuses on the care and education of children in this age group in partnership with families and communities. A variety of flexible admission options is available to suit applicants with different needs, all of which are required to demonstrate competency in literacy and numeracy, as teachers require these skills to support the development of students. The course also includes the opportunity to complete a fast tracked final year and achieve eligibility for employment in schools from term 4 of that year. A key feature of this course is the equal emphasis given to both the theoretical groundings of early childhood education and the practical application of knowledge and skills in a wide range of early childhood settings. A coordinated program of professional practice experiences at key points throughout the course allow students to make the connection between theory and practice, while building both professional and generic employability skills in real care and education environments. In addition, students have the opportunity to tailor their learning experience by specialising in curriculum areas of particular interest.
This course information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester. In particular please check the course requirements and the unit and unit set offerings, as these differ according to course delivery location.
In each year of the program, students undertake compulsory Professional Experience and in the final year, students undertake an Assistant Teacher Program (ATP) comprising of one term of approximately 10 weeks of continuous teaching practice. The Assistant Teacher Program is conducted during the final year of the course in the second term of the school year.
The Department of Education Western Australia and cooperating non-government schools have the right to determine 'fit and proper persons' to enter and practice in schools. For these reasons, all Pre-Service Teachers 18 years of age and over will be required to have a current Nationally Coordinated Criminal History Check (NCCHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority before commencing this period of Professional Experience. Further information can be found at http://www.ecu.edu.au/schools/education/professional- practice/clearances
Generally, host Schools and Centres require that the Pre-Service Teachers attend the Professional Experience on a full-time basis and otherwise meet their specific attendance requirements of the particular professional experience. There is limited scope for ECU to negotiate any deviations from these requirements.
During the Professional Experience , it is imperative that Pre-Service Teachers always demonstrate professionalism and respect for industry partners. Pre-Service Teachers must abide by the professional standards set out in the ECU Student Code of Conduct and comply with the applicable University policies and rules. The Student Code of Conduct can be found at: http://policysearch.ecu.edu.au/PolicySearch/Record/767/file/document The host School/Centre has absolute discretion to terminate the Ppre-Service Teachers placement prior to completion of the Professional Experience. Situations where this discretion has been exercised are typically where the School/Centre has had concerns about Pre-Service Teacher's conduct or performance. ECU may also withdraw a Pre-Service Teacher from Professional Experience in certain circumstances. Early termination or withdrawal from the Professional Experiencee placement may result in a Fail grade for this unit.
The Professional Experience units are designated as a fundamental course requirement and may only be attempted once unless otherwise determined by Board of Examiners. Failure to pass these units may result in exclusion from the course.
Students will need to graduate to be eligible to register with the Teacher Registration Board of Western Australia (TRBWA). Registration with the Teacher Registration Board of Western Australia (TRBWA) is required to practice in the profession.
Graduates must meet the Teacher Registration Board of WA (TRBWA) literacy and numeracy proficiency requirements prior to graduation for teacher registration in Western Australia. Further information is available at http://www.trb.wa.gov.au
All applicants must meet the academic admission requirements for this course. The indicative or guaranteed ATAR is as published (where applicable) or academic admission requirements may be satisfied through completion of one of the following:
International students must attain an IELTS Academic with an average level of 7.5 or more, across the four components of listening, speaking, reading and writing; no score below level 7.0 in any of these components; and a score of 8.0 or more in the components of speaking and listening. Internationally schooled applicants may also be required to meet this requirement.
Applicants who have completed secondary education, bachelor degree or master degree studies in Australia, Canada, Ireland, New Zealand, the UK or the USA are not required to provide an IELTS Academic test. Minimum English standard requirements may be satisfied with one of the following:
Note:
Applicants who have completed their secondary education in South Africa in English, or have an undergraduate degree taught in English from a South African University are deemed to have satisfied English language requirements.
Applicants from the Seychelles:
Successful completion of the International General Certificate of Secondary Education (IGCSE) grade C or above, PLUS a completed 4 year National Diploma.
All applicants are required to satisfy non-academic criteria, in addition to satisfying academic entry criteria. Applicants' non-academic capabilities will be assessed based on completion of a Non-Academic Requirements for Teacher Entry (NARTE) online questionnaire.
Students have the opportunity to complete a fast-tracked final year and achieve eligibility for employment in schools from Term 4 during the same year.
Students must complete the above two units LIT1200 (Personal Literacy) and NUM1200 (Personal Numeracy) to satisfy the requirements of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). All students who enrol in an accredited pre-service teacher education course (undergraduate and graduate) from 1 January 2017 will have to successfully complete tests about their personal levels of literacy and numeracy to graduate. Students who enrol in the Bachelor of Education (Early Childhood Studies) will need to complete successfully both components of the personal Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) to enrol beyond 240 credit points within their course.
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| AED1240 | Drama Arts in Early Childhood Education | 15 |
| ECS1240 # | Becoming an Early Childhood Educator | 15 |
| ECS1250 | Learning and Learners | 15 |
| LAN1009 | Communication Skills for Teaching and Learning | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECS1265 | Young Children's Learning and Development | 15 |
| LAN1265 | English 1: Oral Communication | 15 |
| ECS1245 | Play and Pedagogy | 15 |
| IPP1260 # | Inquiry in Professional Practice (Child Care) | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECM2260 | Early Childhood Mathematics 1 | 15 |
| ECS2240 | Guiding Children's Behaviour in Positive Learning Environments | 15 |
| MUE2240 | Music Arts in Early Childhood Education | 15 |
| SCE2240 | Early Childhood Science and Technology Education | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECS3260 | Assessing and Evaluating Young Children's Learning | 15 |
| HPE2260 | Health and Physical Education for Young Children | 15 |
| LAN2266 | English 2: Literacy Learning in the Early Years | 15 |
| IPP2260 # | Inquiry in Professional Practice (K/PP) | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| AED3245 | Visual Arts in Early Childhood Education | 15 |
| EDS3240 | Including Children with Special Educational Needs | 15 |
| LAN3246 | English 3: Literacy in the Junior Primary Years of School | 15 |
| SSE3260 | Social Science Education in Early Childhood | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECM3260 | Early Childhood Mathematics 2 | 15 |
| EDF3201 | Teaching Indigenous Australian Students | 15 |
| LAN3260 | English 4: Planning and Differentiating the English Curriculum in Early Childhood | 15 |
| IPP3260 # | Inquiry in Professional Practice 3: Junior Primary | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| IPP4350 # | Assistant Teacher Program | 30 |
| TPA4100 # | Teaching Performance Assessment | 15 |
| Unit from Specialisation | x 1 | 15 |
| OR | ||
| Elective Unit | x 1 | 15 |
Students are required to select one of the following four options:
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECS4330 | Leading in Early Childhood Settings | 15 |
| Unit from Specialisation | x 3 | 45 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| Students may wish to diversify their elective choices and develop a broad body of knowledge relevant to early childhood education. If this option is preferred, students must complete ECS4330 and ECS4261 as well as any two (2) units from any of the five areas of specialization, or from the additional electives listed below. If students select this option, no specialisation will be recorded on the academic transcript. | ||
| LAN4228 | Literacy Coaching in Junior Primary | 15 |
| LIT4260 | Children's Literature in the Classroom | 15 |
| SCE4270 | Teaching Integrated Science in Junior Primary Years | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| EDU4226 | School-based Project | 60 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| EDU4227 | Internship | 60 |
# Designated Unit - a Unit or Unit of Competency which a School has designated as a fundamental course requirement and may only be attempted once unless otherwise determined by the School Progression Panel.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Y42|8
This course is dedicated to producing quality graduates ready to take up employment across the early childhood education sector, including teaching children aged 0-3 years, pre-kindergarten, kindergarten, pre-primary and years 1-3 in a primary school. Dealing specifically with children aged 0-8 years, Early Childhood Studies focuses on the care and education of children in this age group in partnership with families and communities. A variety of flexible admission options is available to suit applicants with different needs, all of which are required to demonstrate competency in literacy and numeracy, as teachers require these skills to support the development of students. The course also includes the opportunity to complete a fast tracked final year and achieve eligibility for employment in schools from term 4 of that year. A key feature of this course is the equal emphasis given to both the theoretical groundings of early childhood education and the practical application of knowledge and skills in a wide range of early childhood settings. A coordinated program of professional practice experiences at key points throughout the course allow students to make the connection between theory and practice, while building both professional and generic employability skills in real care and education environments. In addition, students have the opportunity to tailor their learning experience by specialising in curriculum areas of particular interest.
This course information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester. In particular please check the course requirements and the unit and unit set offerings, as these differ according to course delivery location.
The internship equips Pre-Service Teachers with the mastery and knowledge to lead their own classrooms. Pre-Service Teachers are placed in either classrooms or early learning settings where they will fulfil a diversity of roles, tasks and duties to provide a well-rounded experience of working as a teacher. Students will be required to attend the school or early learning setting for 4 days per week (8 hours each day) during term 3.
The Department of Education Western Australia and cooperating non-government schools have the right to determine 'fit and proper persons' to enter and practice in schools. For these reasons, all pre-service teachers 18 years of age and over will be required to have a current Department of Education Nationally Coordinated Criminal History Check (NCCHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority before commencing this period of Professional Practice Further information can be found at http://www.ecu.edu.au/schools/education/professional- practice/clearances
Generally host Schools and Centres require that the Pre-Service Teachers attend the placement on a full time basis and otherwise meet their specific attendance requirements of the particular placement. There is limited scope for ECU to negotiate any deviations from these requirements.
Students will be required to apply fo to enter the unit and sit an interview.
Students enrol into EDU4500 - Optional unit
During the placement, it is imperative that Pre-Service Teachers always demonstrate professionalism and respect for industry partners. Pre-Service Teachers must abide by the professional standards set out in the ECU Student Code of Conduct and comply with the applicable University policies and rules. The Student Code of Conduct can be found at: http://policysearch.ecu.edu.au/PolicySearch/Record/767/file/document The host School/Centre has absolute discretion to terminate the Pre-Service Teachers placement prior to completion of the placement. Situations where this discretion has been exercised are typically where the School/Centre has had concerns about Pre-Service Teacher's conduct or performance. ECU may also withdraw a Pre-Service eacher from placement in certain circumstances. Early termination or withdrawal from the professional practice placement may result in a Fail grade for this unit.
In each year of the program, students undertake compulsory Professional Experience and in the final year, students undertake an Assistant Teacher Program (ATP) comprising of one term of approximately 10 weeks of continuous teaching practice. The Assistant Teacher Program is conducted during the final year of the course in the second term of the school year.
To undertake a Professional Practice in a school or childcare setting, all pre-service teacher education students over the age of 18 must have supplied ECU with evidence of the following two clearances: A valid Nationally Coordinated Criminal History Check (NCCHC) from the Department of Education WA. A valid Working with Children Check (WWCC) from the Department for Child Protection and Family Support WA. Further information can be found at http://www.ecu.edu.au/schools/education/professional-practice/clearances
Generally host Schools and Centres require that the pre-service teachers attend the placement on a full time basis and otherwise meet their specific attendance requirements of the particular placement. There is limited scope for ECU to negotiate any deviations from these requirements.
During the placement, it is imperative that Pre-Service Teachers always demonstrate professionalism and respect for industry partners. Pre-Service Teachers must abide by the professional standards set out in the ECU Student Code of Conduct and comply with the applicable University policies and rules. The Student Code of Conduct can be found at: http://policysearch.ecu.edu.au/PolicySearch/Record/767/file/document The host School/Centre has absolute discretion to terminate the Pre-Service Teachers placement prior to completion of the placement. Situations where this discretion has been exercised are typically where the School/Centre has had concerns about Pre-Service Teacher's conduct or performance. ECU may also withdraw a Pre-Service eacher from placement in certain circumstances. Early termination or withdrawal from the professional practice placement may result in a Fail grade for this unit.
The Professional Experience units are designated as a fundamental course requirement and may only be attempted once unless otherwise determined by Board of Examiners. Failure to pass these units may result in exclusion from the course.
This course has been Accredited by: Australian Children's Education & Care Quality Authority (ACECQA).
This course has been Accredited by: Teacher Registration Board of Western Australia (TRBWA).
Students will need to graduate to be eligible to register with the Teacher Registration Board of Western Australia (TRBWA). Registration with the Teacher Registration Board of Western Australia (TRBWA) is required to practice in the profession.
Graduates must meet the Teacher Registration Board of WA (TRBWA) literacy and numeracy proficiency requirements prior to graduation for teacher registration in Western Australia. Further information is available at http://www.trb.wa.gov.au
All applicants must meet the academic admission requirements for this course. The indicative or guaranteed ATAR is as published (where applicable) or academic admission requirements may be satisfied through completion of one of the following:
International students must attain an IELTS Academic with an average level of 7.5 or more, across the four components of listening, speaking, reading and writing; no score below level 7.0 in any of these components; and a score of 8.0 or more in the components of speaking and listening. Internationally schooled applicants may also be required to meet this requirement.
Applicants who have completed secondary education, bachelor degree or master degree studies in Australia, Canada, Ireland, New Zealand, the UK or the USA are not required to provide an IELTS Academic test. Minimum English standard requirements may be satisfied with one of the following:
Note:
Applicants who have completed their secondary education in South Africa in English, or have an undergraduate degree taught in English from a South African University are deemed to have satisfied English language requirements.
Applicants from the Seychelles:
Successful completion of the International General Certificate of Secondary Education (IGCSE) grade C or above, PLUS a completed 4 year National Diploma.
All applicants are required to satisfy non-academic criteria, in addition to satisfying academic entry criteria. Applicants' non-academic capabilities will be assessed based on completion of a Non-Academic Requirements for Teacher Entry (NARTE) online questionnaire.
Students have the opportunity to complete a fast-tracked final year and achieve eligibility for employment in schools from Term 4 during the same year.
Students are required to complete 480 credit points which consists of 24 core units and a supplementary program. Students will also need to complete successfully both components of the personal Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) to enrol beyond 240 credit points within their course. The supplementary program options are: - an Internship plus one (1) unit from any of the listed specialisations; or - a School-based program plus one (1) unit from any of the listed specialisations; or - ECS4330 and ECS4261 plus a listed specialisation; or - ECS4330 and ECS4261 plus any 3 units from any of the specialisations (note - If students select this option no specialisation will be recorded on the academic transcript). Early Childhood Specialisations are: - Arts - Catholic Studies - Creativity in Early Childhood - Diversity in Early Childhood - Special Education
Students must complete two units LIT1200 (Personal Literacy) and NUM1200 (Personal Numeracy) to satisfy the requirements of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). All students who enrol in an accredited pre-service teacher education course (undergraduate and graduate) from 1 January 2017 will have to successfully complete tests about their personal levels of literacy and numeracy to graduate.
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| AED1240 | Drama Arts in Early Childhood Education | 15 |
| ECS1240 # | Becoming an Early Childhood Educator | 15 |
| ECS1250 | Learning and Learners | 15 |
| LAN1009 | Communication Skills for Teaching and Learning | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECS1265 | Young Children's Learning and Development | 15 |
| LAN1265 | English 1: Oral Communication | 15 |
| ECS1245 | Play and Pedagogy | 15 |
| IPP1260 # | Inquiry in Professional Practice (Child Care) | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECM2260 | Early Childhood Mathematics 1 | 15 |
| ECS2240 | Guiding Children's Behaviour in Positive Learning Environments | 15 |
| MUE2240 | Music Arts in Early Childhood Education | 15 |
| SCE2240 | Early Childhood Science and Technology Education | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECS2260 | Assessing and Evaluating Young Children's Learning | 15 |
| HPE2260 | Health and Physical Education for Young Children | 15 |
| LAN2266 | English 2: Literacy Learning in the Early Years | 15 |
| IPP2260 # | Inquiry in Professional Practice (K/PP) | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| AED3245 | Visual Arts in Early Childhood Education | 15 |
| EDS3240 | Including Children with Special Educational Needs | 15 |
| LAN3246 | English 3: Literacy in the Junior Primary Years of School | 15 |
| SSE3260 | Social Science Education in Early Childhood | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECM3260 | Early Childhood Mathematics 2 | 15 |
| EDF3200 | Aboriginal Contexts in Early Childhood Education | 15 |
| LAN3260 | English 4: Planning and Differentiating the English Curriculum in Early Childhood | 15 |
| IPP3260 # | Inquiry in Professional Practice 3: Junior Primary | 15 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| IPP4350 # | Assistant Teacher Program | 30 |
| TPA4100 # | Teaching Performance Assessment | 15 |
| Unit from Specialisation | 1 x unit from specialisation | 15 |
Students are required to select one of the following four options:
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECS4330 ^ | Leading in Early Childhood Settings | 15 |
| ECS4261 ^ | Professional Engagement in Early Childhood Education | 15 |
| Unit from Specialisation | 2 x units from specialisation | 30 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| ECS4330 ^ | Leading in Early Childhood Settings | 15 |
| ECS4261 ^ | Professional Engagement in Early Childhood Education | 15 |
| Unit from Specialisation | Any two (2) units from any of the five areas of specialisation | 30 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| EDU4226 ^ | School-based Project | 60 |
| Unit Code | Unit Title | Credit Points |
|---|---|---|
| EDU4500 ^ | Early Childhood Internship | 60 |
^ Core Option
# Designated Unit - a Unit or Unit of Competency which a School has designated as a fundamental course requirement and may only be attempted once unless otherwise determined by the School Progression Panel.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
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