Handbook : Unit informationEdith Cowan University

School: Education

This unit 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.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.

• Unit Title

  Early Childhood Practice and Pedagogy for Children 5-8

• Unit Code

  ECE6180

• Year

  2020

• Enrolment Period

  2

• Version

  2

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Ms Patricia Ruth COLLINS

Description

This unit is built on the premise that effective teachers are active participants in learning communities and will implement inquiry skills for reflection and set goals for future professional learning. Students will investigate child development, growth and learning for children aged five to eight and strategies to motivate and involve young children in their learning. They examine appropriate planning, assessment, evaluation and reporting strategies for a diverse range of children in junior primary classrooms. Students will use curriculum documents and collated evaluation data for teaching and learning over an extended period. Students will apply knowledge of theory and research, reflect upon their own cultural competence and develop skills required to prepare responsive and inclusive and socially just curricula. This unit comprises of an on-campus component and four weeks of professional learning in a Junior Primary classroom with five distributed days leading up to the professional experience. The professional experience provides a critical opportunity to connect theory with practice and develop the fundamental knowledge, dispositions, understandings and competencies of a beginning teacher under the guidance of experienced professionals. Designated unit: This practicum unit is deemed to be 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.

Non Standard Timetable Requirements

Generally, host Schools 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.

Prerequisite Rule

I81 students must have completed LAN6120, MSC6110, ECE6140 and ECE6130.

Learning Outcomes

On completion of this unit students should be able to:

1. Demonstrate a high level of understanding of the policies and processes used in school systems to plan, teach, monitor, evaluate, write IEPs, moderate and benchmark and report on children's progress in learning.
2. Critically analyse current literature on working with children with additional needs and apply knowledge of current theory and research on diversity and inclusivity to children's learning.
3. Evaluate curriculum documents, including the EYLF, NQS and WA Curriculum and pertinent policies for differentiated learning and mandatory reporting.
4. Design and implement a responsive curriculum based on appropriate assessment and evaluation of children's progress.
5. Critique and justify a range of motivation, engagement and teaching strategies appropriate for children in junior primary contexts.
6. Critique and apply knowledge of classroom ecology, management and positive guidance techniques that promote optimal learning.
7. Evaluate own performance and programs using the AITSL Graduate Teaching Standards and the National Quality Standard (NQS) and use this to inform practice and the setting of goals for future professional learning.
8. Meet the requirements of the professional practice.

Unit Content

1. Inquiry and reflective skills for learning; measuring goals and setting new goals for professional learning and development using the AITSL Graduate Teacher Competencies.
2. Policies and procedures for working with children with additional needs and mandatory reporting.
3. Assessment strategies for monitoring, moderating, benchmarking and reporting children's progress including curriculum frameworks and standardised and non-standardised assessment tools.
4. Planning and teaching with differentiated curriculum to meet individual needs of children and reporting to families.
5. Effective junior primary learning environments, behaviour guidance and classroom management.
6. Cultural competence and working with other staff, families and communities.
7. Motivating and engaging children in learning.
8. Professional Practice Guidelines, the ECU Code of Conduct, the ECA Code of Ethics, the NQS, the WA Curriculum and Assessment Outline, mandatory reporting processes and the EYLF.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

The teaching and learning processes in this unit model participatory and co-operative learning strategies used by effective learners. Pre-Service Teachers are expected to participate in all lectures, workshops, tutorials and/or online teaching and learning processes. During the professional experience, it is imperative that Pre-Service Teachers demonstrate professionalism and respect for industry partners at all times. 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. 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 professional experience. The host School/Centre has absolute discretion to terminate the Pre-Service Teacher's professional experience 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 Teachers'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 experience may result in a Fail grade for this unit. The practicum requirement includes 5 distributed days and a 20-day block practicum in 5-8-years settings.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

Core Reading(s)

• Cremin, T., & Burnett, C. (Eds.). (2018). Learning to teach in the primary school (4th ed.). Abingdon, Oxon ; Routledge, Taylor & Francis Group. Retrieved from http://linker2.worldcat.org/?jHome=https%3A%2F%2Febookcentral.proquest.com%2Flib%2FECU%2Fdetail.action%3FdocID%3D5323392&linktype=best