Location and Commencement Date Waverley Campus Metropolitan South Institute of TAFE, Alexandra Hills Campus, Queensland

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1 Course Bachelor of Early Childhood Education Course Code BECE10 Location and Commencement Date Waverley Campus Metropolitan South Institute of TAFE, Alexandra Hills Campus, Queensland Subjects will be delivered in the following study period/s (depending on student numbers): Semester 1, Taught on campus (Waverley campus only) Semester 2, 2012 Taught on campus Contact Waverley Campus Estelle Irving, Course Leader: estelle.irving@holmesglen.edu.au Metropolitan South Institute of TAFE, Queensland Stephanie Smith, Course Leader stephanie.j.smith@deet.qld.gov.au Application for Accreditation Page 1 of 11

2 Year 1, Semester 1 Child Development I Communication and Positive Guidance Child Observation Introduction to Professional Practice Practicum I Code ECE1101 ECE1102 ECE1103 ECE1104 ECE1105 Credit points This subject introduces students to the study of child development from a socio-historical perspective. It provides the conceptual and theoretical foundations for the Child in Focus stream in the degree. It begins with the question: What is a child? The subject then moves to examine the historical traditions of Western images of and concepts of childhood. This leads to an examination of the current national Early Years Framework (EYLF) and the Victorian Early Years and Development Framework (VEYLDF). Communication is integral to the role of the early childhood education practitioner. This subject provides foundational communication theory as it relates to young Students explore emerging theories and technologies relating to communication and critically evaluate their appropriateness and effectiveness in the early childhood education context. Child Observation provides students with the theoretical foundations related to observing and the application of current observation methodologies in the early childhood setting. The subject aims to develop an appreciation of the need to question the experiences and how they are delivered for young each day. Students explore a variety of methods to record their observations of s learning and development during everyday activities. This subject provides the foundation upon which students develop their beginning understanding of themselves as future early childhood education professionals and of the context in which they will practice. The subject places early childhood education in context, globally and nationally and examines the evolution of early childhood education. Students begin to explore the role of the early childhood educator through an overview of the varied and complex tasks undertaken by the early childhood educators. Practicum I orientates students to the pre-school environment with a particular focus on child development, communication, child observation and professional practice. Students immerse themselves in the activities of the pre-school, observing and assisting in the daily activities of the supervising early childhood teacher. a) describe their own concept of a) Discuss the nature and a) discuss the primary historical a) explain their personal perceptions of Pre-school setting childhood and discuss the social ecology of s and contemporary theories that what a teacher is and their roles and a) demonstrate appropriate and cultural influences on their communication. underpin the practice of child responsibilities; positive communication concept b) Review a range of observation b) discuss the images they have of strategies with and b) describe and discuss historical historical, contemporary b) outline a number of themselves as teachers and describe adults variations in conceptualising and critical theoretical contemporary national and their emerging philosophy as a teacher b) demonstrate the ability to and childhood approaches to and international methods currently c) critically examine where their images of work as a team member c) describe and discuss childhood as socially constructed in specific socio-historical contexts practices of appropriate and positive communication and used in early childhood education environments to observe, record and analyse themselves as teachers come from in terms of socio historical images and educational philosophy perspectives; c) begin to apply observation methods to gather and record information about d) describe and discuss a range of philosophical and theoretical behaviour guidance when working with young information relating to a child s individual development d) discuss planning documents ELYF, VEYLDF and VELS in current use in s behaviour and development from primary contributors to current concepts c) explain how current curriculum Early Childhood or Junior School and secondary sources of childhood e) discuss specific examples of how concepts of childhood c) Identify, discuss and develop communication methods and strategies to documents including the EYLF and the VEYLDF and their presentation of the child as an settings, and relate them to theories and perspectives as detailed in ECE 1101 Child Development I d) model the professional behaviours used by their early childhood educator shape the consequent care, support positive active participant in their own e) discuss the impact of contemporary and when working with management and education of relationships with learning impact on observation emergent technologies on the teachers e) identify the varied roles of the young d) Explore a range of processes role, in teaching practice; early childhood educator f) discuss the concept of discourses as it relates to the emerging technologies designed to support d) discuss the ethical implications and considerations related to f) outline the professional, legal and ethical responsibilities of the early including their roles with families study of and childhood g) discuss the national Early Years communication with the young child. child observation, including current regulations and policies childhood professional as presented in VIT and ECA Codes of Practice; f) act in accordance with relevant legal, regulatory and Framework s themes e) Identify, discuss and from the ECA and VIT g) explain the importance of critical professional requirements of Being, Belonging and Becoming h) describe and discuss the childrelated concepts and images of develop communication strategies to support s interests and to support in learning e) discuss the value of utilising team and collaborative processes in obtaining quality child observation data thinking, reflective practice and research, including the researcher, in the context of; evidence-based practice and best practice. g) demonstrate a beginning ability to critically evaluate their own teaching practice, communicate these the Victorian Early Years and Development about the decision making process. f) identify potential difficulties associated with child reflections appropriately and identify areas for Framework f) Discuss strategies to observation and outline a improvement promote respect for similarities and differences variety of strategies to assist in addressing these h) review the policies and procedures of the pre-school and encourage to respect these differences. g) explain how observations and information collected to setting and identify implications for professional g) Discuss the identification understand the child are applied practice. and review of behaviour causing concern. to program planning, evaluation and assessment tasks and h) Outline strategies to assist young in more formal early curriculum concepts. developing self-regulation skills. h) Discuss how current and emerging technologies may be i) Describe methods for establishing and applying limits and guidelines for behaviour. used effectively to assist the observation process Weekly contact Lecture/Tutorial/Online 4 hours Lecture/Tutorial/Online 4 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 4 hours Semester contact hours 75 (10 days) Assessment Reflective essay - 60% Examination (2 hours) 40% Presentation and Paper 40% Case study 60% Assignment 40% Scenario/case-based assignment 60% Poster/Powerpoint/audiovisual presentation 50% Professional eportfolio S/Uns. Professional practice assessment 40% assessment 60% Prerequisites Nil Nil Nil Nil Working with Children Check Co-requisites Nil Nil Nil Nil ECE1101, ECE1102, ECE1103, ECE1104 Application for Accreditation Page 4 of 11

3 Year 1, Semester 2 Child Advocacy Play as an Educational Medium Early Childhood Teaching and Promoting Child Health, Wellbeing and Safety Practicum II Code ECE1201 ECE1202 ECE1203 ECE1204 ECE1205 Credit points The subject adopts the perspective that child advocacy involves raising the status of, increasing their selfdetermination and the responsiveness and accountability of institutions affecting them. It emphasises that professional and ethical practice includes consideration of each situation with reference to context, time, environment, acknowledgment of key stakeholders and their values, legal aspects, professional principles and ethical principles. Students examine the legislative and organisational background to 's services at both the federal and state level and review relevant international, federal, state and local legislation. a) discuss the concepts of advocacy, social justice, and duty of care as they relate to early childhood education practice. b) demonstrate an awareness of relevant legislation and guidelines related to the protection of c) discuss strategies applied to early childhood education practice which support the protection of d) identify and examine indicators of abuse and possible risk of harm. e) discuss sociological and environmental factors that may contribute to young being placed at risk. f) outline the professional responsibilities of the early childhood practitioner in relation to child advocacy and the protection of with reference to professional boundaries; scope of practice and duty of care. g) identify relevant resources and referral agencies available to the early childhood practitioner and discuss processes of referral. The initial focus of this subject is on exploring and reflecting upon the early childhood play experiences of the students, and current trends in s play experiences within the family unit. Play and pedagogy and the roles of teachers in early childhood education are key components of this subject. Students will explore various types of play, and the teaching strategies and experiences that can be incorporated to support s learning and development through play for from birth to eight years of age. a) explain the fundamental role of play in s learning and development b) critically analyse and explain current and historical practices, perspectives and pedagogical assumptions in play c) investigate and discuss contemporary views on the connection between play and learning d) apply observation and program planning skills to develop play-based educational experiences for individual and groups of e) develop play based programs that foster s learning and development, in areas including language, literacy, numeracy and science f) analyse how routines and transitions can be incorporated to maximise valuable free-play experiences and free-play time in a range of early childhood programs g) explore and contrast the notion of play in a variety of socio-cultural contexts h) reflect and describe the influence of their own early childhood play experiences on their teaching practices This subject begins with an indepth exploration of the process of learning in the young child. Students will explore the practices of establishing and managing an early learning environment that engages in their learning and develop the strategies required to establish a learning setting to facilitate motivation and self-direction for s learning. Building upon the more traditional teaching techniques, students will investigate the practices of scaffolding and empowering learning for young a) understand and interpret a range of historical, contemporary and emergent learning theories as they apply to across early childhood and school based settings; b) discuss a variety of teaching and instructional theories and techniques to facilitate s construction of learning c) organise a wide range of activities that will motivate and keep them engaged in learning d) present opportunities for to engage in a range of curriculum practices including language, literacy, numeracy, science and technology e) describe the purposes of different assessment methods in early learning settings f) plan teaching and learning experiences that encourage to become techno literate, observe teachers techno literacy and evaluate their own skills in this area as well as emerging trends g) examine and critically reflect upon evaluation and improvement processes that determine the achievement of the goals of an early learning setting The subject provides an overview of the characteristics of young, including the key requirements and principles of care and safety for in early childhood care and education settings. The overarching principles of the Quality Improvement Accreditation System relating to health and safety of young and the ethical implications for practitioners will be considered throughout. Students will learn about regulatory requirements to support the health, wellbeing and safety of young a) outline the guidelines for the establishment, and maintenance of a clean, safe and hygienic environment for and babies/infants. b) provide and supervise the physical care and safety of and babies/infants, plan and monitor supervision and care provided by others. c) establish and maintain an environment that promotes security and a nurturing relationship for and babies/infants, settle new in to the environment. d) develop s understanding of their own physical needs and establish an environment that encourages the growing child to complete tasks themselves. e) outline the procedures and guidelines for infection control and the safe administration of medication. f) explain the regulatory safety guidelines with regard to food and drink provision. g) recognise signs of potential illness, threats of danger, emergencies and accidents and coordinate response. h) discuss collaboration with other professionals and agencies in relation to the management of s health and wellbeing. i) explain the key considerations and responsibilities for the early childhood professional in relation to monitoring travel and excursions. j) maintain an up-to-date Professional e-portfolio inclusive of practicum log and relevant regulatory guidelines. Practicum II orientates students to the long day care environment with a particular focus on promoting s health, wellbeing and safety and teaching and learning within this setting. Long day care (3 5 years) setting a) demonstrate appropriate positive communication strategies with and adults b) demonstrate the ability to work as a team member c) begin to apply a variety of appropriate observation methods to gather and record information about s behaviour and development from primary and secondary sources d) utilise information gathered to plan play-based and technology-assisted learning experiences for individual and groups of e) identify and maintain an environment that ensures the health and wellbeing of and staff f) act in accordance with relevant legal, regulatory and professional requirements g) demonstrate a beginning ability to critically evaluate their own teaching practice, communicate these reflections appropriately and identify areas for improvement h) review the policies and procedures of the early childhood setting and identify implications for professional practice.for professional practice. Weekly contact Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 6 hours Semester contact hours 113 (15 days) Assessment Essay 60% Examination 40% Play based project - 50% Play based project and presentation - 50% Case scenario 50% Examination 50% Professional practice assessment (PPA) (2 x 20%) 40% assessment (MSA) 60% Prerequisites ECE1104 ECE1101, ECE1103 ECE1101, ECE1103 Nil Working with Children Check ECE1105 Co-requisites Nil Nil Nil Nil ECE1201, ECE1202, ECE1203, ECE1204 Application for Accreditation Page 5 of 11

4 Year 2, Semester 1 Child Development II Literacy I, 0-5 Curriculum Theory Working with Families and Communities Practicum III Code ECE2101 ECE2102 ECE2103 ECE2104 ECE2105 Credit points Subject Overview In this subject, students develop an understanding of the important concepts and theories of cognitive and language development and consider the implications for teaching and learning practices in early childhood curriculum. The subject examines current research with a focus on four key areas: 1. scientific comprehension of formative early experiences 2. whether brain development includes typical and predictable critical periods 3. brain development as a process across the lifespan 4. early brain growth risks associated with biological hazards. The subject begins from the theoretical perspective that the young child is an active constructor of their own learning in interaction with their diverse worlds. It highlights that informal literacy begins from birth as engage in everyday practices with those in their immediate environment. Students are introduced to foundational literacy pedagogical knowledge relating to how learn to communicate, write and read and begin to plan literacy events based around the everyday experiences of young where they scaffold their language learning. This will be through purposeful conversations, role plays, rhymes, poems, songs, reading and writing activities. This subject begins by defining curriculum and the factors that shape it. Issues considered include: what to teach; how to teach; when to teach; the impact of teachers and their values on young s learning; and what knowledge is most relevant to young and their future. Students will track how curriculum has changed over the last several decades and how can we make sense of these changes in terms of (a) theories and models of change; and (b) societal, economic, ideological, and pedagogical factors. The diversity of the modern family will be investigated in detail in this subject and students will begin to explore the impact of a variety of factors affecting families and communities, including socio-economic issues and cultural diversity. The challenges and rewards of working with families from diverse cultural backgrounds will be examined. Early childhood educators work with, and within a number of communities. Specific attention will be given to working with Indigenous families and communities. The subject investigates the implications of family and community when programming in an early childhood educational environment. The focus of this practicum is the development of teaching and learning approaches that foster cognitive and language development and connections between early childhood services, family and community. Students will explore individual differences in s cognitive and language developmental progress and the implications these have for observation and planning methodologies to meet the wide range of intellectual and language needs of in same-age and multi-age groups. a) Describe the expected norms a) Describe how 0-5 a) Define and differentiate curriculum a) describe and discuss the Long day care (Toddlers) and sequences of cognitive communicate with others and the and pedagogy. complexity and diversity of setting and language implications of this for planning b) Outline the evolution of curriculum and modern families a) demonstrate appropriate b) Discuss the Piagetian, Core learning experiences; the child in our society. b) identify the characteristics, communication strategies in Knowledge, Vygotskian and b) discuss language learning theories, c) Critically analyse a range of different practices and outcomes of developing positive Information Processing teaching and learning principles and theoretical and practical perspectives in effective partnerships and relationships with, perspectives on cognitive implications of these for planning; relation to early childhood learning and discuss the importance of colleagues and families c) recognise the diversity of learners working effectively and b) demonstrate the ability to c) Outline in detail the language backgrounds and the d) Examine the interrelationships of cooperatively with families, in work as a team member behaviourist, nativist, implications for teaching in various curriculum theory, policy statements work groups and as the c) apply appropriate environmentalist and settings for 0-5 year olds; and curriculum decision making of member of a professional observation and discussion interactionist perspectives on d) analyse the influence of social and teachers and caregivers within early community methods to gather and language cultural contexts in shaping the way childhood settings. c) develop and implement record information about d) Discuss the importance of the in which (0-5 years) learn e) Analyse issues related to the provision strategies to establish s behaviour and core components of language and literacy; of appropriate early childhood partnerships, exchange development to produce language: phonology, e) Identify best practice for early literacy programs and practices in a variety of information and respond to comprehensive profiles of semantics, grammar and development outlined by national and organisational and culturally diverse s and family two focus pragmatics; and their international educational researchers communities. members concerns about the d) utilise information gathered development in and practitioners, child and the child s needs to plan learning e) Plan learning experiences to f) Examine literacy practices with with, family members experiences for individual meet the individual language particular reference to play contexts d) discuss methods of planning and small groups of and cognitive needs of g) Plan, implement and evaluate a care cooperatively and apply that focus on range of experiences in support of an understanding of culture language and cognitive f) Discuss the professional young s language and as a factor in all human development considerations for communication behaviour e) implement and evaluate implementing and evaluating h) Discuss the advantage and concerns e) communicate the importance planned learning learning experiences related to the use of multi media of working effectively with experiences for individual designed to meet individual resources. individuals and groups from and small groups of language and cognitive needs culturally diverse of backgrounds and discuss f) identify and maintain an g) Identify the different beliefs strategies for contributing to environment that ensures and attitudes about s the development of the health and wellbeing of intellectual and language relationships based on and staff needs and skills across cultural diversity g) act in accordance with sociological and cultural f) describe and discuss specific relevant legal, regulatory environments. issues relating to Indigenous and professional h) Explain the concept of families and communities and requirements and identify intelligence in and its describe the role of MACS the legal and ethical relationship to cognitive and g) identify and define the scope implications of professional language of a range of services in practice Victoria that provide support i) demonstrate a beginning to young, their ability to critically evaluate families and communities their own teaching practice, communicate these reflections appropriately and identify areas for improvement. Weekly contact Lecture/Tutorial/Online - 4 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 4 hours Semester contact hours Assessment Written report 40% Folio 60% Scenario based practical task 60% Examination 40% Prerequisites ECE1101 ECE1203 Early Childhood Teaching and Essay 40% Case scenario 60% Annotated resource folio 50% 75 (10 days) Professional practice assessment 40% assessment 60% ECE1203 ECE1104, ECE1202 Working with Children Check ECE1205 Co-requisites Nil Nil Nil Nil ECE2101, ECE2102, ECE2103, ECE2104 Application for Accreditation Page 6 of 11

5 Year 2, Semester 2 Inclusion and Diversity I (Contemporary Society) Children s Art Early and Education The Contemporary Early Childhood Educator Practicum IV Code ECE2201 ECE2202 ECE2203 ECE2204 ECE2205 Credit points The 21 st Century child exists within a highly complex society influenced by the fluid and ever changing world. This subject provides a sociological background for the contemporary early childhood educator. The underpinnings for the subject will be the socio-cultural and ecological interpretations of what constitutes the modern society, what constitutes the contemporary family, the social and emotional consequences of family breakdown and family blending, economic/geographic disadvantage and complex social challenges including the impacts of drugs, alcohol and mental health issues. a) Apply socio-cultural and ecological systems theories as lenses to understand lived realities. b) Analyse modern societies and the implications for teaching. c) Describe the benefits of working as part of a team which may include families and allied professionals. d) Investigate a range of family support agencies, on the web, whose purview is to assist and families experiencing socially constructed disadvantage. e) Outline government policy and legislation related to the education and protection of f) Discuss teaching parameters when dealing with and families experiencing social and economic challenges or trauma. g) Explain the processes involved in the assessment and referral of requiring additional professional support In this subject students focus on the role of the visual arts in early childhood, especially in developing social and cognitive competencies and the importance of art as a medium for emotional and physical expression. Students will explore their own art history to consider how their current attitudes may have been fostered, and the implications that history has on their teaching practice and their views of young as imaginative thinkers, explorers and artists. a) Discuss the stages of s drawing. b) Examine and understand the connections between art and the acquisition of literacy skills. c) Present a range of art experiences to assist the development of s artistic skills and their appreciation of the visual arts. d) Plan appropriate art experiences to meet the developmental and socio-cultural needs of young e) Demonstrate and articulate the important role of art in holistic learning and art as a means of cultural expression. f) Incorporate multimedia technologies into s art experiences. g) Examine their own beliefs and attitudes towards art and artistic The focus of this subject is from birth to two years of age. The subject will explore s individual paths of development building on their strengths and providing support when and where needed. There will be an emphasis on establishing relationships and developing nurturing environments which foster early childhood learning and Pedagogy and curriculum for young will be explored, with particular attention given to program development for from birth to two years of age. a) Explain the role of primary care in infant and toddler settings in the context of attachment theory and the concept of attachment based learning. b) Analyse the collaborative partnerships between early childhood care-givers/teachers and the families of infants and toddlers that are respectful of their cultural context. c) Discuss strategies for contextualising routines including feeding, sleeping, changing nappies and toileting as part of the early learning experience. d) Identify best practice curriculum and pedagogy that promotes neurological development in a play based environment for infants and toddlers. e) Discuss key considerations and effective strategies relevant to practitioners operating in multi-age early learning settings, with an emphasis on the safety, play and development of each individual child. Students critically review their initial teaching philosophy in the light of their practicum experiences and further study. The subject will focus students on key issues that have shaped the profession, as well as those with current and future impact, including: gender; diversity; professionalism; multi-literacies and care versus education. To apply an evidence-based approach to their practice it is important that early childhood professionals become knowledgeable and discerning consumers of educational research. To support this students are introduced to the fundamentals of research with the aim of being able to critically evaluate its worth and validity. a) identify and critically analyse professional, educational, political and philosophical issues that impact on the work of contemporary early childhood professionals working in a range of contexts b) Consider how these theories impact on the practices of early childhood educators in their professional practices c) Review their role as an early childhood educator in a range of contexts d) explain the importance of evidence-based practice and best practice in the early childhood environment e) discuss the relevance of educational research in improving outcomes for and identify common research models outline the key considerations for professionals in reviewing any educational research literature f) discuss the impact of emergent technologies on teaching practice in the early years prior to school and consider best practices g) identify their own current and future professional development needs in relation to the effective integration of contemporary technologies within early childhood curricula This practicum has a particular focus on from newborn to 2 years of age. Students plan, develop and evaluate appropriate teaching and learning opportunities focused on art, play-based, sensory-motor and language experiences in indoor and outdoor environments. Students establish indoor and outdoor environments to facilitate planned learning and development goals. Birth 2 years setting a) demonstrate appropriate communication strategies in developing positive relationships with, colleagues and families b) demonstrate the ability to work as a team member c) apply appropriate observation and discussion methods to gather and record information about s behaviour and development to produce profiles of two infants as individuals and as part of a group d) utilise information gathered to plan, implement and evaluate learning experiences for individual and small groups of with a focus on playbased, sensory-motor and artistic experiences e) demonstrate appropriate, effective and safe implementation of care routines including settling, feeding, sleeping, nappy changing and toileting practices f) maintain an environment that ensures the health and wellbeing of and staff g) act in accordance with relevant legal, regulatory and professional requirements h) reflect on the roles and practices of early childhood professionals in supporting families i) demonstrate a growing capacity for critical evaluation of their own teaching practice, communicate these reflections appropriately and identify areas for improvement Weekly contact Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 4 hours Semester contact hours (20 days) Assessment Annotated folio (1,400 words) 50% Essay (1,400 words) 50% Essay (1,400 words) 50% Teaching resource (1,400 words) 50% Resource Folio (1,700 words) 40% Essay (2,500 words) 60% Prerequisites Nil ECE1101, ECE1103, ECE2101 ECE1101, ECE1103, ECE1203, ECE2101, ECE2103 Essay (1,700 words) 40% Essay (2,500 words) 60% Nil Professional practice assessment (PPA) (2 x 20%) 40% assessment (MSA) 60% Working with Children Check ECE2105 Co-requisites Nil Nil Nil Nil ECE2201, ECE2202, ECE2203, ECE2204 Application for Accreditation Page 7 of 11

6 Year 3, Semester 1 Inclusion and Diversity II (Indigenous & Multicultural Perspectives) Numeracy I Curriculum in Action Teaching and Partnerships Practicum V Code ECE3101 ECE3102 ECE3103 ECE3104 ECE3105 Credit points This subject draws on a sociocultural perspective to assist students to reflect on the realities of families from different backgrounds. Students will be introduced to effective strategies for teaching of diverse cultural backgrounds, such as: promotion of cultural pride; sensitivity to cultural norms; use of the family as a resource; selection of resources relevant to the learner. Students will also reflect on the significance of the teacher as a role model in early childhood settings, providing: respect for legitimacy of the s home language respect for cultural as well as religious customs encouragement for the active involvement of all families, including extended and nontraditional family units. a) Apply sociocultural theory as a lens to understand lived realities. b) Develop and apply effective strategies and resources to support diversity. c) Implement effective strategies for working with indigenous students, families and community. d) Identify and explain the varying factors that impact on indigenous and migrant in educational settings. e) Discuss effective strategies showing an understanding for working with multicultural families and communities. f) Create a classroom environment inclusive of all students. Students examine their own attitudes to Mathematics through a personal, social and historical review of their mathematical experiences. Related to this reflective process is a study of major theoretical perspectives on mathematical learning. Students explore the role that the teacher takes in creating opportunities for shared mathematical conversations with 0-5 about everyday experiences that will build language, knowledge, skills and attitudes towards mathematics. This subject encourages a problem solving in real life contexts approach to mathematical experiences for young a) explain current theoretical approaches to the learning of mathematical language b) demonstrate the importance of purposeful play and s use of mathematical language c) demonstrate the use of mathematical language to scaffold s learning d) plan for learning experiences focusing on the early development of working mathematically, number, data and pre-algebra concepts and skills e) apply problem solving approaches to the teaching and learning of mathematics with, 0-5 years f) mathematical knowledge of early number, pre algebraic patterns, measurement, data and working mathematically g) Apply strategies which develop positive attitudes to mathematics in young h) examine current national and international research on best practice models of numeracy learning in diverse early childhood contexts. The subject provides students with the knowledge and skills to interpret curriculum documents in order to plan and provide a creative and stimulating learning environment for young Topics to be covered will include the challenge of fostering creativity, types of creative play in the fields of art, music and movement, skill acquisition in literature, drama, maths, science and technology. Considerations in all of the curriculum areas will be the individual child, the environment and culture. a) Examine philosophies and theories regarding curriculum development and application as it applies to early years teaching and learning. b) Develop strategies to create a stimulating, positive and developmentally appropriate teaching and learning environment designed to foster development, learning, play and leisure. c) Design programs for in the early years learning environments. d) Explain how to guide and encourage to undertake a variety of developmentally appropriate activities to enhance their learning and e) Plan developmentally and culturally appropriate integrated experiences for in the following curriculum areas: visual arts language and literature music and movement dramatic and imaginative play science, mathematics and technology. f) Discuss methods of evaluating programs in relation to expected learning outcomes. Students are introduced initially to the varied membership of the learning and teaching partnership at the micro level. The partnership should be a positive and empowering process for all concerned. They include: with educators with individual a group of with an educator an educator with a family a family with a school community a coordinator with staff members an early childhood professional with the local community. Students are introduced to the essential qualities of the learning and teaching partnership: mutual trust, respect, and shared responsibility. a) Explain essential skills and qualities the early childhood professional uses to develop partnerships with the families in their educational community. b) Identify a range of factors that will enhance the teaching and learning partnership. c) Analyse factors that challenge the teaching and learning partnership. d) Discuss the legal responsibilities an early childhood professional has when working in an early childhood organisation. d) Analyse examples of the teaching and learning partnership in light of their knowledge of the needs of particular groups within the community, such as refugees, aboriginals, disabled students or families and factors related to gender or socioeconomic status or power. e) Examine professional practice as exemplified in their practicum and discuss the role of the early childhood professional in the team context. f) Examine current practices and their own experiences in view of current and emerging theory. Students extend their inquiries into the development of family partnerships and the role of in this Practicum setting. Students investigate the basis of the formal and informal partnerships operating within the setting and the expectations that the parties have of each other. Students identify how cultural elements of communication are reflected in the policies and practices of the practicum environment and responses to equity, opportunity and access issues. Pre-school setting a) demonstrate culturally and socially respectful communication strategies in developing positive relationships with, colleagues and families b) demonstrate the ability to work as a team member c) apply appropriate observation and discussion methods to gather and record information about s behaviour and development to produce comprehensive profiles of two pre-school individually and as part of a group d) utilise information gathered to plan, implement and evaluate integrated experiences for individual and small groups of that is responsive to s interests and sociocultural contexts across the key curriculum areas of visual arts; literacy and numeracy; music and movement; dramatic and imaginative play, science and technology e) evaluate and reflect on s responses to planned and spontaneous experiences to identify future planning needs and teaching and learning opportunities f) maintain an environment that ensures the health and wellbeing of, staff and visitors g) act in accordance with relevant legal, regulatory and professional requirements h) reflect on the roles and practices of early childhood professionals in supporting indigenous families and those from diverse socio-cultural backgrounds and ensuring inclusive educational practices i) demonstrate a developing ability to critically evaluate their own teaching practice, communicate these reflections appropriately and identify areas for improvement Weekly contact Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 4 hours Lecture/Tutorial/Online 4 hours Lecture/Tutorial/Online 3 hours Semester Contact Hours 113 (15 days) Assessment Report 50% Practical Task 60% Examination 40% Prerequisites Nil ECE1101, ECE2101, ECE2103, ECE1203, ECE2203 Children s experience resource file 50% Curriculum and planning portfolio 50% On-line reflective journal 50% Written assignment 50% Professional practice assessment (PPA) (2 x 20%) 40% assessment 60% ECE2203 ECE1104, ECE 2204 Working with Children Check ECE2205 Co-requisites Nil Nil Nil Nil ECE3101, ECE3102, ECE3103, ECE3104 Application for Accreditation Page 8 of 11

7 Year 3, Semester 2 Young Children, Popular Culture and the Media Numeracy II Literacy II, 5-8 The Contemporary Early Childhood Educator Practicum VI Code ECE3201 ECE3202 ECE3203 ECE3204 ECE3205 Credit points This subject will enable students to identify the distinguishing characteristics of popular culture and the number and range of practices it defines. This will facilitate an analysis of popular culture and its effect on our lives and the lives of young and their families. Students will explore the effects and influences of popular culture and a range of media products and services on young s learning and The subject focuses particularly on brain development, morality and learning. Babies and toddlers are identified as a specific audience of television and attention is given to recent research that considers the effects of exposure to television on their learning and Students will review their own attitudes to Numeracy and refine their understanding of socio cultural theory related to this subject. They will be expected to confidently articulate how construct their mathematical knowledge. Students develop facility with the mathematical pedagogical knowledge, skills and understandings related to number, algebraic patterns, space, measurement, data collection and working mathematically for this age group. This subject encourages a problem solving in real life contexts approach to mathematical experiences for young This subject builds upon the learning and theoretical foundations provided in Literacy 1, 0-5 and Child Development I and II. Students will explore the practical reality of s emerging awareness of their own literacy skills and how they translate to the more formal school context. As part of their familiarisation with curriculum documents students will learn more formal methods to diagnose and assess s achievements in literacy. This will include attention to state and national assessments systems such as the Early Years Literacy Assessment and Naplan. This subject focuses students on the primary school environment. Students are encouraged to draw on the curriculum to-date to examine factors that impact on, and shape professional practice in this context. In preparing students for professional practice the subject revisits the concepts of evidence-based practice and best practice and applies these to primary teaching. The subject develops the students understanding of the legal and ethical constraints on educational research with, teachers and community members using VIT guidelines. This practicum orientates students to the junior primary school environment with a particular focus on observing professional practice, related to teaching and learning in the primary setting. Students document the professional learning policies and practices and how research, inquiry and current literature influences teaching and learning within the practicum setting. a) Explain the concept of popular culture within a) Explain how construct mathematical knowledge a) Explain theory on the relationship between literacy a) Identify and critically analyse the major professional, educational, Primary (Preparatory) setting a) Demonstrate effective b) contemporary Australian b) Plan and assess numeracy and social practice political and philosophical issues communication skills. society b) Describe current literacy that impact on the work of b) Demonstrate the ability to experiences appropriate for Analyse the influences of teaching principles based on an contemporary primary teachers work as a team member. popular culture and the media young in Prep-3 understanding of research, b) Compare and contrast early c) Observe, analyse and on the learning and classrooms using relevant theory and classroom childhood education practice, prior apply strategies used by development of curriculum documents such as application; to school, with primary teaching teachers in routine c) Describe and discuss recent the key progression points in c) Analyse reading and writing practice teaching tasks such as research findings related to VELS, EYLF and VEYLDF development (literacy c) Critically analyse the roles, instructing and directing, television exposure for babies c) Review tasks for their knowledge, skills and concepts) responsibilities, and practices of the questioning, generating and toddlers for in the early years of professional primary teacher and managing discussions mathematical knowledge and d) Discuss the concept of young schooling; d) Analyse educational research and establishing and as consumers appropriateness for s d) Discuss how diverse findings and identify and outline monitoring behaviour e) Reflect on the changing learning backgrounds and experiences research methodologies expectations. nature of literacy and the d) Demonstrate pedagogical of the literacy learner impact on appropriate to the education setting d) Cooperatively plan and implications for education and content knowledge assessment, planning and e) Discuss the barriers and facilitators implement teaching and the community e) Apply their knowledge of teaching; to the conduct of research and the learning interactions that f) Analyse the implications of mathematics to maximize the e) Examine the literacy learning use of evidence-based research in focus on key learning popular culture and the media needs of special populations, in practice domains related to literacy engagement of learners in Prepfor early childhood particular the indigenous and f) Discuss the ethics of educational and numeracy and professionals with regard to 3 classrooms; ESL learner research and plan an ethically performing arts. programming and curriculum f) Adapt mathematical f) Describe the alphabetic sound and appropriate action e) Evaluate and reflect on g) Develop strategies aimed at experiences to enhance principle, phonological and research activity s responses to effectively and appropriately outcomes for from phonemic awareness and g) Review current technologies used teaching and learning integrating aspects of the diverse cultural backgrounds; graphophonics and discuss their by early childhood educators in the interactions and samples of media and popular culture importance in early literacy primary setting s work to identify g) Compare current research into curricula to enhance learning future planning needs and s learning and knowledge of best classroom g) Demonstrate an understanding teaching and learning organisation strategies to of handwriting and spelling opportunities. maximise the learning of Maths. Include discussion and application of the Early Years development and evaluate methods for supporting this development; f) Maintain an environment that ensures the health and wellbeing of, staff Numeracy teaching model.. h) Plan, implement and evaluate a and visitors. variety of research based g) Act in accordance with literacy teaching and learning strategies for in year 1-3 classrooms. relevant legal, regulatory and professional requirements. h) Reflect on the roles and practices of primary teachers in and out of the classroom and the impact of research, inquiry and literature on teaching practice. i) Demonstrate a consolidating ability to critically evaluate their own teaching practice, communicate these reflections appropriately and identify areas for improvement. j) Review the policies and procedures of the primary school and its connections to the broader community and identify implications for professional practice and continuing professional Weekly contact Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 4 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Semester contact hours Assessment Essay 60% Presentation and handout 40% Practical task - 60% Examination 40% Portfolio 60% Examination - 40% Action research plan 50% (20 days) Professional practice assessment (PPA) (2 x 20%) 40% 270 multi-source assessment (MSA) 60% Prerequisites Nil ECE3102 ECE2102 ECE2204 Working with Children Check ECE3105 Co-requisites Nil Nil Nil Nil ECE3201, ECE3202, ECE3203, ECE3204 Application for Accreditation Page 9 of 11

8 Year 4, Semester 1 Inclusion and Diversity III (Additional Needs) Science, Technology and Environmental Studies Physical Development and Movement Leadership and Management Practicum VII Code ECE4101 ECE4102 ECE4103 ECE4104 ECE4105 Credit points The philosophies of inclusion, inclusive practices, principles of social justice, human and s rights and antidiscrimination in educational settings will be discussed and explored in this subject. Students will be introduced to the notion that the inclusive educational practice is a response to the fact that communities are comprised of a wide diversity of individuals and families. Diversity has many aspects. This subject addresses the aspects of those with disabilities and additional/specific needs. a) Describe the concept and function of inclusive educational practice. b) Outline government policy relating to the education and the inclusion of with additional/specific needs. c) Discuss a range of strategies in relation to working effectively as a teacher in partnership with families and allied health professionals. d) Demonstrate an awareness of the needs of families of with an additional/specific need. e) Articulate a clear understanding of the importance of effective inclusion for with additional/specific needs. f) Demonstrate an understanding of the range of professional assessments and referrals available for, and when they may be necessary. g) Identify and describe a typical range of specific/particular needs that an individual child may have. These needs would include medical conditions, developmental delays, disabilities, family crisis. Weekly contact Lecture/Tutorial/Online 3 hours Assessment Essay 40% Case scenario (1,700 words) 60% Science, Technology and Environmental Studies are frequently connected to each other. Technology and technological processes are used to communicate information, solve problems and apply skills to design new technology. With this in mind, these subjects will be taught as an integrated course of study. Through the integration of theoretical and practical tutorials, as well as relevant teaching practicum the students develop knowledge and skills in the areas of: science; environmental studies; and technology. a) Explain how young acquire scientific, environmental and technological knowledge, skills, and values. b) Describe the pedagogy and learning as it relates to the topics of Science, Technology and Environmental Studies. c) Demonstrate a sound knowledge and use of scientific, technological and environmental knowledge, skills, processes and literacy. d) Analyse contemporary educational trends as they relate to teaching young Science, Technology and Environmental Studies. e) Plan scientific experiences appropriate for young within the Early Childhood Education setting. f) Explain the sequencing, assessment and evaluation of scientific experiences appropriate for young within the Early Childhood Education setting. This subject explores the unique role of movement in a child s Extending on previous concepts of the cognitive, emotional and social development of the child as it relates to physical growth, students investigate the relationship between these domains and the acquisition of motor skills and patterns. Students develop critical and reflective teaching practices to create positive, holistic and inclusive learning environments using skills such as, observation, instruction, interactions and feedback to create maximal opportunities for s learning. They also identify individual learning styles and develop activities to address specific needs. a) demonstrate an applied knowledge of the stages of child development, including a basic knowledge of the underpinning principles of human movement and relate these to learning within physical education b) explain the health related benefits of appropriate levels and types of physical activity for young c) analyse the key content areas of a developmentally appropriate early years physical education program in relation to the Victorian Essential Standards and devise comprehensive programs including units of work and lesson plans d) examine the essential formative foundational skills of physical activity and sport and formulate developmentally appropriate activities to teach these e) discuss strategies for providing a holistic, inclusive and supportive approach to teaching physical education in the early years f) identify how learn through physical activity, cater for different learning styles and intelligences by developing activities to address individual needs g) investigate and apply appropriate methodology and teaching approaches suitable in an early years physical education program h) identify and explain the principles of effective teaching and assessment practices in physical education i) identify the safety issues inherent to teaching physical education programs and classes, demonstrate risk management principles and seek relevant policy such as DEECD guidelines for teaching physical education This subject has been designed to provide students with a grounding in leadership and management theory relevant to the role of graduate teacher. Students develop an understanding of the role of teacher as a leader within early childhood settings. Such leadership incorporates the practical aspects of pedagogical leadership; team leadership within a service or school; and change management. Underpinning the understanding of these components will be an introduction to theories of educational leadership and leadership styles. The subject will provide a basic introduction to financial management and accountability within early childhood organisations including requirements for reporting to and working with management committees or other management structures; the development and presentation of basic business plans; and meeting legal requirements for reporting to government agencies. a) explain what is meant by the term leader and its relationship with being a teacher professional b) explore a range of leadership styles and critically analyse their suitability within different education contexts and situations c) conduct a self-analysis and identification of leadership styles that fit with their own personal attributes, characteristics, beliefs and values d) outline the management roles across a range of education contexts and reflect on practicum experience and contemporary literature to identify the characteristics of effective manager e) explain the importance of communication and collaboration in managing teams and building effective professional relationships f) review best practice with regard to the effective management of staff g) identify the principles of effective financial management and develop a basic business plan h) outline and interpret fundamental legal accounting requirements i) discuss the current regulatory and compliance requirements that apply to early childhood education facilities in Victoria and examine the role and responsibilities of the early childhood practitioner with regard to these. In this practicum students return to the primary school environment where the focus shifts from prep to years 1 and 2. This subject orientates students to the primary school environment with a particular focus on observing professional practice, applying existing knowledge in relation to legal and regulatory requirements and curriculum frameworks and extending student s observation, planning, evaluation and assessment skills appropriate to teaching and learning in the primary setting at year 1 and 2 level. Primary (Years1 & 2) setting a) demonstrate effective demonstrate effective communication skills and the ability to establish positive and respectful working relationships with, family members and colleagues b) plan, document, implement, assess and evaluate integrated and inclusive classroom curriculum for students in years 1 and 2 across the key learning domains c) independently plan, implement and evaluate sustained teaching and learning interactions including the use of current technology d) maintain an environment that ensures the safety and wellbeing of and staff e) act in accordance with relevant legal, regulatory and professional requirements f) develop appropriate responses to challenging behaviours and support to self-regulate behaviour using the resources of the school and other relevant services g) critically evaluate their professional practice and knowledge and identify areas and strategies for improvement and development as a beginning educator h) articulate their personal stance on the role of the teacher and effective educational practice i) undertake administrative and professional duties expected of teachers in the primary school environment. Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 4 hours Lecture/Tutorial/Online 3 hours Semester contact hours 188 (25 days) Formative skills unit of work 50% Assignment 50% Program overview 50% Assignment 60% Business plan) 40% Professional practice assessment (PPA) (2 x 20%) 40% assessment (MSA) 60% Prerequisites ECE1101, ECE1103. ECE2101 ECE3103 ECE1101, ECE2101 ECE1204, ECE2104, ECE3104, ECE 3204 Working with Children Check ECE3205 Co-requisites Nil Nil Nil Nil ECE4101, ECE4102, ECE4103, ECE4104 Application for Accreditation Page 10 of 11

9 Year 4, Semester 2 Inclusion and Diversity IV (Exceptional Children) Performing Arts Curriculum Design Transition to Professional Practice Practicum VIII Code ECE4201 ECE4202 ECE4203 ECE4204 ECE4205 Credit points This subject provides an initial overview of the concepts and theories regarding giftedness and exceptional talents in young ; it provides opportunities for students to develop skills in teaching and assessing within an integrated educational program. Students will explore the strategies, knowledge and skills to successfully provide inclusive and integrated approaches to the teaching, learning and development of gifted within a mainstream early childhood environment. This subject is divided into four modules covering the following areas: Movement/Dance; Drama/Circus Art; Puppetry/Storytelling; and Music. This enables students to appreciate the discreet qualities of each performing art discipline whilst incrementally working towards understanding the ways in which the arts can be integrated. Each module will introduce one area of the performing arts, exploring and articulating the value for young Theories of s development will be considered with regard to principles, pedagogy and practice. This final semester subject provide students with the opportunity to integrate their knowledge of curriculum from the previous seven semesters. The subject requires students to exercise their analytic and creative abilities in the development of teaching plans that integrate curriculum content with an understanding of the relevant literature and the specific features of their final practicum placement. The sociological concept of reality shock is an issue for student teachers as they make the transition into the workplace. This subject aims to reduce the level of reality shock by increasing students awareness of workplace cultures and issues and providing strategies to manage some of the more difficult aspects. The subject emphasises selfmanagement as a means of reducing the impact of entering the workforce and managing continual change. The final practicum is an opportunity to consolidate and extend the core teaching functions of observation, planning, implementation, assessment and evaluation. a) Analyse the concepts of giftedness, talent and a) identify and articulate key underlying principles of a) Conduct a learning environment audit of their final placement. a) identify and analyse common issues in relation to workplace culture in Pre-school setting a) Demonstrate effective exceptionality according to a range of models and theoretical approaches. performing arts as modes of expression and the role of the performing arts in early b) Develop a teaching plan that specifies both global and lesson-level learning outcome early childhood education and critically analyse the impact of change in early childhood communication skills and the ability to establish positive and respectful b) Discuss indicators used in the childhood education statements. education environments working relationships with identification of giftedness and exceptional abilities in young b) articulate their understanding of the importance and significance c) Develop a teaching plan that specifies learning and teaching experiences appropriate to the b) examine and discuss the expectations of new teaching graduates from the perspective of, family members, colleagues and the wider community. c) Explain the pedagogical of learning through learning outcome statements, early childhood education providers b) Plan, document, implications and approaches for practices related to the audit s findings. c) discuss strategies that can be implement, assess and working with identified as gifted, talented or exceptional. c) describe how to develop s aesthetic awareness and prepare d) Summarise the best practice literature as it relates to the detailed teaching plan. employed to enable effective socialisation into the workplace, including appropriate strategies for evaluate integrated and inclusive curriculum for multiple groups of d) Relate the role of structured environments for aesthetic f) Demonstrate how the best managing difficult situations, in pre-school programs and unstructured play experiences to gifted s appreciation in young practice summary informs the detailed teaching plan. d) discuss a range of effective change management strategies and identify across the key learning domains. d) experiment with performing g) Develop a set of integrated appropriate self-management c) Independently plan, e) Describe the range of potential arts techniques, props, assessment tools for the strategies to reduce stress implement and evaluate policy issues related to the materials and equipment: teaching plan. e) outline the requirements, sustained teaching and inclusion of with exceptional abilities/talents. evaluate them, and explain their possibilities for young h) Develop an appropriate evaluation strategy for the entire considerations and processes related to applying for employment learning interactions. d) Maintain a challenging f) Discuss the issues related to teaching plan. in a range of early childhood educational environment the educational rights of gifted e) plan and implement a range education environments that ensures the safety and and their families. of performing arts learning f) critically analyse knowledge and wellbeing of, staff g) Analyse the impact of exceptional abilities on the experiences suitable for in the early years skill gaps and identify strategies to address these prior to entry to and visitors. e) Act in accordance with child, the family, and the f) articulate their professional practice relevant legal, regulatory educational service. understanding of the role g) articulate their current emergent and professional h) Determine strategies for and content of the Victorian philosophy of teaching requirements. working effectively as a teacher in partnership with families and allied professionals to enhance the learning and development of the gifted child. Essential Standards, and the National Statement on Education and the Arts, and other curriculum support f) Develop appropriate responses to challenging behaviours and support to self-regulate behaviour. i) Articulate a clear philosophy and rationale for meeting the needs of exceptional materials in the design of quality early childhood performing arts programs g) Critically evaluate their professional practice and knowledge and identify in early childhood educational programs. g) examine and demonstrate ways in which performing arts can be documented, and how to use that documentation in pedagogically sound ways. strengths and strategies for improvement and development as a beginning pre-school teacher. h) Articulate their emerging philosophy of teaching and learning in relation to their work specifically and the role of teachers more generally within prior to school educational environments. i) Undertake administrative and professional duties expected of practicing teachers in the pre-school environment. Weekly contact Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Lecture/Tutorial/Online 3 hours Semester contact hours Assessment Presentation 15 minutes 40% Report 60% Development of a performing arts experience for and associated paper 60% Essay 40% Teaching plan 60% Literature review 40% Transition to professional practice plan 50% Prerequisites ECE4101 ECE1103, ECE2101 ECE4102, ECE4103 ECE1104, ECE1204, ECE2104, ECE2204, ECE3104, ECE3204, ECE4104l 225 (30 days) Professional practice assessment (PPA) 40% assessment (MSA) 60% Working with Children Check ECE4105 Co-requisites Nil Nil ECE4205 Nil ECE4201, ECE4202, ECE4203, ECE4204 Application for Accreditation Page 11 of 11