Bachelor of Education (Early Childhood and Primary)

Unit code: EDU20014
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit, pre-service teachers explore theories of social and emotional development that enable children to build a sense of wellbeing and identity in addition to developing resilience. This unit provides pre-service teachers with the knowledge and skills required to develop positive relationships with children.  Pre-service teachers are introduced to the major perspectives of understanding and supporting behaviour and explore how these relate to behavioural and educational theories and practices.  They explore the role and practice of external agencies and professionals in supporting children, young people, teachers and families.

Content

Students who complete this unit will be able to:

• Teach, plan, and assess and report on well-being including physical, social, spiritual and emotional aspects and curriculum content
• Identify the impact situational, family, cultural, and environmental aspects have upon children’s well-being and resilience
• Apply theories of social and emotional development and describe strategies that support students’ wellbeing and safety including school and legislative requirements
• Apply appropriate theoretical frameworks and models for responding to a range of behaviours displayed in the learning environment, identifying strategies to support inclusive participation and engagement in classroom activities
• Plan learning environments that adhere to positive models of behaviour management and include practical approaches to manage challenging behaviour
• Describe a range of strategies for working effectively and ethically with families and external agencies

This unit is found in Bachelor of Education (Early childhood and Primary)

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Unit code: EDU30059
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

This unit is preparing pre-service teachers to plan, teach and assess digital technologies and design within in the primary classroom. Pre-service teachers will gain knowledge of the principles, practices and curriculum content and key concepts of teaching digital technologies and design and technologies. Additionally, contemporary issues when teaching digital and design and technologies will also be considered.

Content

Students who complete this unit successfully will be able to:

• Teach, plan and assess key digital technologies and design and technologies concepts and curriculum content appropriate for primary school environments.
• Evaluate pedagogical approaches in teaching and learning of digital technologies in the Primary classroom, including cross-disciplinary approaches.
• Evaluate and generate learning experiences that reflect relevant National and/or State or Territory curriculum documentation and reflect contemporary pedagogical approaches.
• Evaluate digital technologies and design and technology resources with a focus on student engagement.
• Evaluate a range of assessment and reporting strategies and record keeping instruments within digital technologies and design and technologies in terms of their purpose, benefits, limitations and implementation constraints.
• Analyse how the broader theoretical and societal context impacts upon the teaching of digital technologies and design and technologies.

This unit is found in Bachelor of Education (Early Childhood and Primary).

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Unit code: EDU30006
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit, students focus on contemporary families in Australia and a range of issues impacting on family life.  A variety of theoretical approaches are considered. This information is applied in an exploration of the nature of desirable relationships between teachers and families in early learning settings and schools. Interconnections between children, families and communities are examined with a focus on the implications for teachers’ practice.

Content

• What are the humanities in education?
• Communities and citizenship
• Cultural diversity and its impact on Australian communities
• Family structures and functioning in the contemporary Australian context and their impacts on children
• Cross-cultural child rearing
• Community engagement and partnerships
• Family-centered practice and its application to teaching in early childhood settings and schools
• Linking early learning services to their geographical and professional communities through strategic relationships

This unit is found in Bachelor of Education (Early Childhood Teaching).

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Unit code: EDU30007
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit students focus on the skills and knowledge related to music, visual arts, dance and drama in the early childhood/primary classroom and design and implement arts teaching programs. Students will understand the contribution of music, dance, drama and visual arts to learning in the lives of children, and they will have the skills to support children’s creativity, self-expression, imagination and use of multiple methods of communication and expression.

Content

• The historical and pedagogical contexts for a creative arts curriculum
• The value of arts based curricula
• Inquiry based studio practices
• Exploring visual and aesthetic dimensions
• Exploring musical and rhythmic dimensions
• Exploring story and dramatic dimensions
• Creating an inclusive curriculum that encourages all children to participate in music, dance, drama and visual arts experiences
• The roles of the teacher in facilitating children’s creative, aesthetic, musical and dramatic development and confidence
• Evaluating music, creative movement, and drama resources for children birth – 5 years using contemporary pedagogical frameworks
• Using voice and singing to promote language development, physical skills and movement.

This unit is found in Bachelor of Education (Early Childhood Teaching).

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Unit code: EDU40001
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit, students examine a range of topics related to children’s health, nutrition and safety from birth to eight years, and their implications for children, families and communities. Students will apply this knowledge to their roles as teachers in a range of settings.

Content

• Common childhood illnesses – symptoms and treatment
• Children’s growth
• Childhood nutrition
• First aid
• Safety issues in educational settings – policies, procedures and legal requirements
• Supervision for safety
• Emergency procedures in educational settings
• Hygiene
• The role of physically active play for health and wellbeing
• Challenging and creative educational environments
• Nature and outside play environments
• Physical education
• Teaching children about health, safety and nutrition
• Contemporary health issues
• Natural play spaces and connections with nature
• Risk aversion and benefit assessment
• Sharing information about children’s health with children, families and communities
• Stress and the impacts of cortisol on children’s growth and development

This unit is found in Bachelor of Education (Early Childhood).

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Unit code: EDU40002
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit students extend their understanding of the characteristics and theoretical approaches to play and collaborative learning and their role in the curriculum. They explore how environments and resources can be used to promote children’s active and authentic engagement in learning, resilience and wellbeing. The unit details relationships between children’s play and inquiry across the full range of subject disciplines and learning areas. It further provides students with practical opportunities to analyse experiences that foster learning in early childhood.

Content

• Contemporary and cultural considerations with respect to children’s play; an overview of the exploration of major theorists and theories
• Theories about and constructs of play
• Categories of play
• Pedagogy and play – the teacher’s role
• The environment as the third teacher – Reggio Emilia
• Setting up learning environments – theory of loose parts
• Indoor and outdoor play experiences
• Nature, natural materials and outdoor playspaces
• Selection and maintenance of learning materials and equipment
• Exploration of current understandings of the place of play in appropriate curriculum for children, in both school and prior-to-school settings
• Daily living experiences (routines) in early learning settings and their potential for learning
• Implications for multi and single age groups
• Equity and inclusion in play

This unit is found in Bachelor of Education (Early Childhood Teaching).

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Unit code: EDU40003
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit students explore what it means to be a contemporary early childhood professional, with its associated opportunities and challenges. Students consider their unique place and possible roles in the profession. In addition they learn strategies to support their own professional resilience and wellbeing.

Content

• Overview of children’s services in Australia
• History of children’s services in Australia
• Commonwealth and jurisdictional policies and initiatives in children’s services
• National Quality Reform Agenda
• Care-education divide
• Early Childhood Australia Code of Ethics
• United Nations Convention on the Rights of the Child
• Key components of early childhood education, including play, images of children, collaborations with families, diversity and difference and the critical importance of relationships
• What it means to be a professional and a member of a profession
• Maintain and strengthen their own resilience and wellbeing and contribute to others’ wellbeing
• What it means to be a professional
• Professional learning and identity
• Personal and professional resilience and wellbeing
• Reflective practice
• Professional associations, networks and collaborations
• Communities of practice
• Mentoring others

This unit is found in Bachelor of Education (Early Childhood Teaching).

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Unit code: EDU40004
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit, students examine the concept and practice of advocacy and the role of the teacher as an advocate for social justice. Both local and global issues related to social justice are examined and critiqued. Students have the opportunity to develop a deep understanding of social justice and how it links to the goals and practice of teaching. There is particular attention paid to children’s moral, ethical and social understandings and ways of nurturing a commitment to fairness, equity and social justice among children of different ages. The unit focuses on the principles of an anti-bias curriculum with a focus on promoting cooperation, empathy, caring for others and negotiation with the goal of empowering children to speak out against injustice.

Content

• Advocacy and the role of the professional
• Advocacy and professional identity
• Tools and dispositions for advocacy
• Critical and Socratic thinking
• Ethics and ethical decision making
• Ethical thinking and practice, including attention to the ECA Code of Ethics
• Anti-bias Curriculum
• The concept of global citizenship
• Interdependence and globalisation
• Identity and cultural diversity
• Social justice and human rights
• Peace building and conflict resolution
• Sustainable futures
• Rights of children – UN Convention on the Rights of the Child
• Diversity, equity and social justice
• Children’s agency
• Guiding children’s moral, social and ethical understandings
• Children as advocates
• Children as active contributors to communities – case studies

This unit is found in Bachelor of Education (Early Childhood and Primary).

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Unit code: EDU30005
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit students will gain knowledge and skills to identify and support children with additional needs. Students will be able to work collaboratively with children, families, supporting agencies and other professionals to provide inclusive educational experiences for children with additional needs.

Content

• Inclusion – theory, practice, ethics (inclusive curriculum and environments)
• Image and language of inclusion
• Family-centred practice – Work in partnership with families to access support, resources and additional services
• Strength-based approaches
• Early intervention services and specialists – roles, relationships and communication
• Characteristics of additional needs including Autism, Asperger’s Syndrome, Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Down Syndrome
• Equity and social justice
• Anti-bias curriculum revision and how it supports children with additional needs
• Collaboration with other professionals
• Policies, funding and legal requirements.

This unit is found in Bachelor of Education (Early Childhood).

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Unit code: EDU30002
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit, students build on their knowledge of the principles and practices of teaching and learning by applying them to the fields of science and technology. Students explore a range of strategies for assessing children’s scientific understandings using knowledge of curricula, resources and teaching strategies to design and implement learning opportunities and lesson sequences which enhance the development of children’s scientific thinking and enjoyment of science. Students use information and communication technologies as tools for learning and explore issues related to the use of technology in prior-to-school settings and school classrooms.

Content

• The nature of science and scientific thinking
• The fundamentals of technology – how things work
• Attitudes and dispositions – a sense of wonder
• Science experiences for children birth to eight years
• Essential instructional content for teaching science and technology up to and including Grade 2
• The use of ICT for communication purposes and for work preparation, presentation and implementation
• Integrating science in the curriculum
• Design and sequencing of tasks in teaching science and technology
• Enquiry-based and problem-solving approaches
• Dealing with diversity and individual differences
• Maintaining a safe and challenging learning environment in school-based science classes
• Tools and practices for assessing, recording and reporting on children’s learning in science and technology
• Using ICT to facilitate children’s learning
• Federal and State departmental policy documents relating to teaching science and technology and their implications for teaching

This unit is found in Bachelor of Education (Early Childhood).

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Unit code: EDU30009
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

This unit aims to prepare students to plan, teach and assess mathematics in the primary classroom. All mathematical concepts related to the curriculum will be explored, along with practical pedagogical approaches.

Content

• Curriculum content for mathematics from Foundation to Grade 6: Number and Algebra; Measurement and
• Geometry; Statistics and Probability
• Understanding of the differences in the content strands within the Australian Curriculum for mathematics
• Understanding the relationship within the proficiency strands
• Mathematical Concepts in each year level
• Pedagogical approaches
• Tools for planning, assessing and reporting student learning in mathematics
• Open vs. closed assessment/activities

This unit is found in Bachelor of Education (Primary).

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Unit code: EDU30011
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this unit students will consider some of the main principles of science and scientific knowledge and why it is important in the modern world. Students will explore and become familiar with the scientific content and concepts covered by the Australian National Curriculum (Foundation to Grade-6) and discover how children’s scientific knowledge and understandings develop. In addition, they will consider how to make Science fun and engaging for student from Foundation to Grade 6.

Content

• What is Science?
• Why is Science important in today’s world?
• Australian National Curriculum content, concepts and organisation
• Unpacking and understanding Science understanding
• Unpacking and understanding Science as a human endeavor
• Unpacking and understanding Science inquiry skills
• Children’s development of Scientific concepts, principles and knowledge (Foundation to Grade-6)
• Making Science fun and engaging

This unit is found in Bachelor of Education (Primary).

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Unit code: EDU30014
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

This unit focuses on preparing students to plan, teach and assess health and physical education in primary learning environments. Students will become familiar with the elements that comprise health education, how they are addressed at different year levels, and how to cater to specific needs of students. They will also gain knowledge in the specific motor skills children should develop through physical education. Links will be made to relevant state curriculum documents.

Content

• State curriculum documents
• Australian Curriculum draft for health and physical education
• Motor skills in primary aged children
• Heath education, including: healthy lifestyles, sexual education, safety education
• Observation and assessment techniques
• Instructional approaches
• Planning sequences for physical education
• Sport in primary school
• Physical education environments

This unit is found in Bachelor of Education (Primary).

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Unit code:  EDU30062
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

This unit helps pre-service teachers learn how to successfully work in a variety of leadership and managerial positions within an early childhood service. Pre-service teachers will also gain skills that enable them to be effective communicators.

Content

Topics to be discussed may include:

• Analyse the skills and dispositions required for the roles of early childhood leader and manager and appreciate their inter-connectedness
• Apply current theories and models of leadership and understand how they apply them appropriately to educational settings
• Identify legal requirements for managing and operating early childhood services
• Work collaboratively to develop early childhood policies and procedures
• Critically evaluate principles and strategies for assessment and reporting of student learning and development
• Examine ethical requirements for policies and working in complex partnerships with families, children, colleagues and members of the community.

This unit is found in Bachelor of Education (Early Childhood and Primary).

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Unit code:  EDU30063
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

Pre-service teachers are given the chance to familiarise themselves with English in the Primary Classroom. Students will learn how to plan, teach and assess all aspects comprising the relevant National and/or State or Territory English Curriculum – reading, writing, speaking and listening (including phonemic awareness) – and relate this to the relevant National and International standards for English. The concept of multiple literacies will also be embedded into all aspects of this unit, highlighting its presence in 21st Century learning.

Content

Topics to be discussed may include:

• Plan and evaluate English lessons and units using the structure and content of the relevant National and/or State or Territory Curriculum including multi-literacies.
• Examine the development of English concepts throughout the primary years of schooling and relate it to the content of the National and/or State or Territory Curriculum.
• Investigate and plan pedagogical approaches to Literacy in the primary years for diverse learners.
• Develop appropriate and inclusive methods and structures for the planning and assessment of English.
• Compare and critically evaluate the benefits and limitations of various forms of assessment and reporting in English.

This unit is found in Bachelor of Education (Early Childhood and Primary).

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Unit code: EDU40008
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

In this the unit, students will develop understandings of theory and practice in arts education with a focus on dance, drama and music, media and visual arts. They will be able to demonstrate arts skills and an understanding of arts education concepts to a level appropriate for teaching in the primary classroom. A principal outcome will be the ability to design and implement teaching programs in the arts for children. Ultimately, this unit aims to help students gain knowledge and skills to increase their appreciation and understanding of the contribution of the arts to learning in the lives of children. It also explores ways to support and encourage children’s creativity and confidence in expressing themselves.

Content

• Relevant national and or state/territory curriculum
• Contemporary pedagogical approaches and methods of teaching the Arts including the use of ICT
• Principles of planning and assessing within the Arts
• Providing feedback to enhance learning
• Arts key concepts
• Creativity in Primary school
• Reflective teaching in the Arts
• Arts resources

This unit is found in Bachelor of Education (Primary).

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Unit code: EDU40011
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week

About this unit

This unit aims to familiarise students with the many learning areas that make up the Humanities: history, geography, civics, and economics. Students will also learn how to plan, teach and assess these in primary learning environments by working with relevant state and national curriculum documents to become accustomed to the learning outcomes. Also, students will evaluate different approaches to teaching the humanities in primary learning environments and consider contemporary issues when teaching the humanities.

Content

• Curriculum
• Contemporary pedagogical approaches and methods of teaching Humanities and Social sciences, including the use of ICT
• Humanities concepts
• Principles of teaching, planning, assessing and reporting within the humanities
• Resources in Humanities
• Strategies for assessing student learning, including the importance and functions of moderation and providing feedback to enhance learning
• Contemporary issues in Humanities teaching
• Informal learning experiences
• Inquiry learning.

This unit is found in Bachelor of Education (Primary).

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Unit code: EDU10001
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of theory study per week plus 20 days of placement

About this unit

In this unit, students focus on the dimensions of curriculum and effective teaching of children aged between 2 and 5 years. They undertake a supervised professional experience in an early childhood education setting with children aged 2–5. Students engage in active, careful and critical reflection on their observations and experience and practice a range of strategies and roles involved in teaching young children.

Placement

Type: Early Childhood Setting
Age Group: 2–5 years of age
Duration: 20 days
Minimum Attendance: 35 hours per week or 7 hours per day. Must include 5 hours contact time with children and 2–3 hours of planning or non-contact time per day

Content

• How children learn in the early years
• Teaching with intention
• Expectations for young children
• Self-assessment of teaching
• Learning experiences
• Promoting confidence and engagement in learning
• Adapting teaching methods to the young children’s skills, knowledge and interests
• Demonstrating an awareness of children’s interest contemporary technologies
• Recognising individual difference and supporting learning accordingly
• Promoting collaborative learning among children
• Engaging collaboratively with colleagues and contributing to reflective practice
• Planning for and assessing children’s learning in the early years
• Creating and maintaining safe, healthy and challenging early years learning environments
• Using relevant documents to plan, implement and evaluate learning experiences
• Intervening effectively to encourage appropriate behaviour and deal with inappropriate behaviour
• Using a range of practices and resources and materials to support children’s learning
• Relevant curriculum documents
• Link practices with key ideas in the national Early Years Learning Framework
• Family partnerships – strategies for communication with families
• Curriculum, theory and assessment
• Links between theory, research and practice
• Collaborating with families
• Code of Ethics
• Graduate Teachers Standards

This unit is found in:

• Bachelor of Education (Early Childhood Teaching)
• Bachelor of Education (Primary)

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Unit code: EDU20006
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of study per week plus 21 days of placement

About this unit

In this unit students undertake a professional practicum in an Australian Lower Primary School setting under the supervision of a registered teacher mentor. Students involve themselves in the life of the school and reflect on their practice and performance in discussion with their school supervisor and university staff.

They observe a variety of classes at different levels and at the discretion of their supervisor, students may be introduced to teaching through one-to-one coaching or small group work before taking responsibility for a full class. However, students should have experience of taking a full class in a variety of content areas before the end of this teaching round. In preparation for their placement in schools, students engage with material relating to the primary curriculum and assessment for learning in the primary classroom and establishing professional relationships from the onset.

Placement Type: Lower Primary School
Year Level: 5–8 year of age / Foundation to Year 2
Duration: 21 days
Minimum Attendance: 35 hours per week or 7 hours per day

Content

• Engagement in a professional practicum under the guidance of a mentor teacher
• Lower primary School (Foundation to Grade 2) curriculum policies and documents
• Introduction to assessment practices their relationship to effective learning
• Lesson planning and documentation
• Forming professional relationships
• Self-assessment of teaching performance
• Creating and maintaining a safe and challenging learning environment
• Using a range of teaching practices and resources
• Strategies for supporting students’ well-being and safety, including policy and legislative requirements
• Strategies for evaluating learning and teaching programs to improve learning
• Applying ICT strategies to engage literacy and numeracy teaching
• Code of Conduct
• Code of Ethics
• Graduate Professional Teachers Standards

This unit is found in:

• Bachelor of Education (Early Childhood Teaching)
• Bachelor of Education (Primary)

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Unit code: EDU30003
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of theory study per week plus 10 or 20 days of placement, depending on the course

About this unit

In this unit, students focus on curriculum and assessment with very young children (from birth to two years). Major emphasis is on respectful relationships, the potential for learning opportunities throughout the child’s total experience in early learning settings and the critical importance of knowing children in the context of family, community and culture.

Placement Type: Early Childhood Setting
Age Group: 0–2 years of age
Duration: 10 days
Minimum Attendance: 35 hours per week or 7 hours per day. Must include 5 hours contact time with children and 2–3 hours of planning or non-contact time per day

Content

• How infants and toddlers learn
• Self-assessment of teaching performance
• Assessing, reflecting and planning infants’ and toddlers’ learning
• Appropriate learning opportunities in the first two years
• Recognising individual differences and supporting learning accordingly
• Engaging collaboratively with colleagues and families
• Creating and maintaining healthy, safe and rich learning environments that support learning
• Helping infants and toddlers begin to learn to guide their own behaviour
• Strategies for evaluating learning and teaching programs to improve learning (e.g. environmental checklists)
• Practices and resources for supporting and assessing infants’ and toddlers’ learning
• Implementing a holistic notion of curriculum with infants and toddlers (e.g. treasure blanket)
• Routines and transitions
• Sensorial play
• Attachment theory and its implications for practice
• Importance of attachments, supported transitions and family-based approaches
• Code of Ethics
• Graduate EC Teachers Standards

This unit is found in Bachelor of Education (Early Childhood Teaching).

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Unit code: EDU40005
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of theory study per week plus 20 days of placement

Placement

Type: Lower Primary School
Year Level: 5-8 year of age / Foundation to Year 2
Duration: 20 days
Minimum Attendance: 35 hours per week or 7 hours per day

About this unit

In this unit, students undertake a professional practicum in the early years of school (prep to Grade 2) in an Australian primary school under the supervision of an experienced qualified teacher. The unit aims to provide students with an understanding of the school curriculum at this level and their role as teachers in this setting. Associated coursework focuses on children’s cognitive and social development in relation to the transition to school.

Swinburne University has now incorporated the Graduate Teacher Performance Assessment (GTPA) into the final year of primary professional experience units. This narrative based assignment will allow you to demonstrate your competence in classroom practice by creating a unit plan, lesson plans, assessing, reflecting and appraising your teaching. Connecting the academic program to your professional experience, the GTPA provides quality assurance of graduate readiness, giving you valuable experience to help you progress into your new career.

Content

• How children learn
• Transition to school
• Self-assessment of teaching performance
• Children’s cognitive, social and emotional development
• Managing groups of children
• Guiding children’s behaviour
• Adapting curriculum content to children’s abilities, knowledge, skills and interests
• Assessing children’s learning
• Recognising individual differences and adapting teaching accordingly
• Promoting collaboration and group learning among children
• Engaging collaboratively with colleagues and families
• Planning, assessing and evaluating for effective teaching
• Creating and maintaining safe, healthy and challenging learning environments
• Dealing effectively with typical inappropriate behaviour
• Using relevant curriculum documents to design learning experiences
• Using a range of teaching practices and resources
• Organisational policies and practices in primary school
• Code of Conduct
• Graduate Professional Teachers Standards

This unit is found in Bachelor of Education (Early Childhood).

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Unit code: EDU40006
Duration: 1 Teaching Period
Contact hours: Recommended 10 hours of theory study per week plus 20 days of placement

Placement

Type: Early Childhood Setting
Age Group: 3 – 5 years of age
Duration: 20 days
Minimum Attendance: 35 hours per week or 7 hours per day. Must include 5 hours contact time with children and 2-3 hours of planning or non-contact time per day

About this unit

This unit aims to prepare pre-service teachers to take a leadership role in the design, implementation and evaluation of curriculum for children aged three – five years and assess learning. Building on previous studies, experience and learning, students will focus their direction towards the role of a teacher in an early childhood setting. In this unit students build more advanced skills and gain additional knowledge for curriculum decision-making, including using a variety of means of assessing children’s interests, skills, knowledge and learning.

Content

• Learning content/subject discipline areas for early childhood education
• Health and safety considerations
• Diversity, difference and inclusion
• Designing learning environments
• Organising the curriculum (including routines, transitions, timing, choices)
• Documenting planning decisions
• Assessing children’s learning
• Transition to school
• Inquiry-based and problem-solving approaches
• Diversity and individual differences
• Maintaining safe and challenging learning environments
• Tools and practices for assessing, recording and reporting on children’s learning
• The use of ICT to communicate and to plan, implement and evaluate curriculum.
• Code of Ethics
• Graduate EC Teachers Standards
• Advocacy

This unit is found in Bachelor of Education (Early Childhood).

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