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.

• Unit Title

  Inquiry in Professional Practice 3: Junior Primary

• Unit Code

  IPP3260

• Year

  2016

• Enrolment Period

  2

• Version

  3

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

Description

This unit is the third in a sequence of four Professional Learning experiences in which students engage with the early childhood context. Students will collect, analyse and use evidence about children's learning to plan, implement and evaluate a unit of work for children in junior primary contexts. Methods of assessing and monitoring children's progress will also be examined. The concepts of diversity, inclusivity and catering for children's individual needs are also addressed in this unit. In addition to an on-campus component, a professional placement in a junior primary classroom for thirty days will provide an opportunity for students to connect theory with practice under the guidance of experienced professionals.

Prerequisite Rule

Students must pass 2 units from IPP1260, IPP2260

Equivalent Rule

Unit was previously coded WPL3110

Learning Outcomes

On completion of this unit students should be able to:

1. Apply and reflect on a range of teaching strategies appropriate for children in Junior Primary contexts.
2. Apply knowledge of current theory and research of diversity and inclusivity to the Professional Practice.
3. Demonstrate an understanding that teaching and learning is an act of inquiry.
4. Examine the use of an e-portfolio as a tool for ongoing reflective practice.
5. Meet the requirements of the Professional Practice.
6. Plan and teach using current and relevant curriculum documents.
7. Practice a range of assessment techniques teachers use to monitor, evaluate and report.
8. Use appropriate teaching resources including ICT.
9. Use assessment and evaluation practices to inform future teaching.

Unit Content

1. Assessment and evaluation tools for monitoring and reporting childrens achievement and progress.
2. Concepts of planning a unit of work.
3. Develop an E-Portfolio artefact.
4. Inquiry and reflective skills for teaching and learning and setting goals for future professional learning.
5. Planning and teaching with differentiated curriculum, including IEPs to meet individual needs of children.
6. Teaching strategies and resources including ICT appropriate for learners in a junior primary setting.

Additional Learning Experience Information

The teaching and learning processes in this unit model participatory and co-operative learning strategies used by effective learners. Students are expected to participate in all lectures, workshops, tutorials and/or online teaching and learning processes. Students who find themselves in a personal situation where they are unable to participate should discuss the matter with their Unit Coordinator. Unit information is available to students via the IPP3260 Blackboard Site. The Department of Education Western Australia and cooperating non-government schools/centres have the right to determine "fit and proper persons" to enter and practise in schools/centres. For these reasons, all Pre-service Teachers 18 years of age and over will be required to have a current Department of Education National Police History Check (NPHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority before commencing this period of Professional Practice. Students must pass the assessments for the practicum in order to pass the unit. IPP3260 is a designated unit, defined in the University's Admission, Enrolment and Academic Progress Rules as: a unit or unit of competency which a Faculty Board has designated as a fundamental course requirement and may only be attempted once, unless otherwise decided by the relevant Board of Examiners. It involves a professional practice experience. University Rule 26 (6) states: Where a student has failed a Designated Unit, the student shall be excluded from the course unless otherwise determined by the Board of Examiners, and the student's academic progression status will be "excluded". To demonstrate professionalism and respect for industry partners, students must abide by the professional standards set out in the ECU Student Charter and comply with the university policies and rules. School Professional Practice agreements dictate that the student will attend the placement on a full time basis and meet the attendance requirements of the particular placement. The student is to supply a medical certificate for any absences. Where absences exceed twenty per cent of the scheduled Professional Practice, progress in the Professional Practice will be determined by the relevant academic staff member after consultation with relevant school personnel. Pre-service teachers can be withdrawn from the school and the Professional Practice terminated at the request of the host School Principal. This termination will result in a Fail grade for this unit.

Assessment

GS2 GRADING SCHEMA 2 Used for performance and/or practical based 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.

^ Mandatory to Pass

Text References

• ^ Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. (6th ed.). South Melbourne, Australia: Cengage. Note: Seminal Reference.
• Morrison, G. S. (2008). Fundamentals of early childhood education. (5th ed.). NJ: Pearson: Merrill Prentice Hall.
• Curtis, D., & Carter, M. (2008). Learning together with young children. A curriculum framework for reflective teachers. St Paul, MN: Redleaf Press.
• Feeney, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who am I in the lives of children? An introduction to early childhood education. (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
• Foreman, P. (Ed.). (2008). Inclusion in action. (2nd ed.). Australia: Cengage Learning Australia.
• Hearron, P. F., & Hildebrand, V. (2009). Guiding young children. (8th ed.). Upper Saddle River, NJ: Merrill.
• Hyde, M., Carpenter, L., & Conway, B. (2010). Diversity and inclusion in Australian schools. South Melbourne, Australia: Oxford University Press.
• McAfee, O., & Leong, D. (2011). Assessing and guiding young children's development and learning. (5th ed.). Upper Saddle River, NJ: Pearson.
• McLeod, J.H., & Reynolds, R. (2007). Quality teaching for quality learning: Planning through reflection. Victoria: Thomson.
• Miller, D. F. (2010). Positive child guidance. (6th ed.). USA: Cengage Learning.
• Mindes, G. (2011). Assessing young children. (4th ed.). Upper Saddle River, NJ: Pearson.

Journal References

• Young Children
• Australian Journal of Early Childhood
• Contemporary Issues in Early Childhood
• Early Childhood Research and Practice
• Journal of Research in Childhood Education
• Early Childhood Journal
• Early Childhood Education
• International Play Journal
• Early Years

^ Mandatory reference