Course Outline
EDU112 Professional Experience: Communities and Partnerships
Course Coordinator:Alison Black (ablack1@usc.edu.au) School:School of Education and Tertiary Access
2023Semester 2
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course focuses on building responsive, playful interactions and relationships with children under three. You will acquire knowledge about attachment, caregiving and play and consider your role as an educator who creates positive, safe early learning environments, and facilitates connectedness for children, families, and communities. You will create a professional development plan and identify ways to develop partnerships. Your 10 day/15 day PEx (as negotiated) will provide insights about young children and creating responsive relationships with them, their families and community.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Learning materials offer options/opportunities for learner choice. You will engage and interact with an array of asynchronous materials and activities accessed through Canvas modules, course readings and required texts. | 2hrs | Week 1 | 10 times |
| Tutorial/Workshop 1 – A blended learning approach is used to deliver this course, including a mix of interactive tutorials/workshops, and synchronous and asynchronous materials and activities accessed through Canvas. This course will be supported by technology-enabled learning and teaching including Zoom. Additional modalities may support learning in this course. | 2hrs | Week 1 | 10 times |
| Placement – The placement is managed by the placement team. You will undertake 10 days* of PEx in an early years context, engaging with children (birth - under three years). You will engage at the PEx site for 7.25 hours each day. Consult the PEx calendar and course information for placement dates. *A variation/negotiation in the form of a '15 day' placement may occur for students obtaining credit for EDU109 (alert the course coordinator if you have EDU109 credit). | 72.5hrs | Week 11 | Once Only |
| Independent Study/Research – In addition to attending scheduled tutorials/workshops, engaging with learning materials, and completing the assessable tasks, you will engage in self-directed learning using the Canvas course modules and current research/reading via USC library databases and the required/recommended textbooks and resources. | 2hrs | Week 1 | 10 times |
Course Topics
- Bronfenbrenner’s ecological framework and theory
- Attachment theories and the importance of responsive interactions and relationships
- Play and playful interactions in the very early years
- Environmental influences on children’s early learning, health and wellbeing
- The importance of childhood and valuing children for who they are right now
- Belonging, being and becoming: Exploring the vision of the Early Years Learning Framework (EYLF)
- Supporting and connecting children, families and communities
What level is this course?
100 Level (Introductory)
Engaging with discipline knowledge and skills at
foundational level, broad application of knowledge and skills in familiar
contexts and with support. Limited or no prerequisites. Normally, associated
with the first full-time study year of an undergraduate program.
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
| 1 | Describe how responsive interactions and environments support young children's development, learning, health and wellbeing. | Knowledgeable |
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 6.3, 7.1, 7.2, 7.3, 7.4 |
| 2 | Identify research-informed and child-centred goals and approaches for interactions, care-giving, relationships, play and pedagogy. | Empowered |
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 6.1, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4 |
| 3 | Demonstrate knowledge of strategies for building collaborative relationships with children, families, and community. | Engaged |
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4 |
| 4 | Observe how staff use the National Quality Standards and the Early Years Learning Framework in their everyday work and interactions. | Ethical |
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4 |
| 5 | Demonstrate an ability to use and apply effective communication strategies in a variety of contexts to produce and present quality and professional work. | Engaged | |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
| 1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
| 1.3 | Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
| 2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
| 2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
| 3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
| 3.3 | Use teaching strategies: Include a range of teaching strategies. |
| 3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
| 3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
| 3.7 | Engage parents/carers in the educative process: Describe a broad range of strategies for involving parents/carers in the educative process. |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.3 | Manage challenging behaviour: Demonstrate knowledge of practical approaches to manage challenging behaviour. |
| 4.4 | Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. |
| 6.1 | Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
| 6.2 | Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers |
| 6.3 | Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
| 6.4 | Apply professional learning and improve student learning: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. |
| 7.1 | Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
| 7.2 | Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
| 7.3 | Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
| 7.4 | Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
EDU109 and enrolled in Program ED303
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Limited Grading (PNP)
Pass (PU), Fail (UF). All assessment tasks are
required to be passed for successful completion of the course.
Details of early feedback on progress
Time and support will be given in tutorials to assist you in undertaking your assessment tasks. You will have an opportunity to share your plan and reflections with peers and undertake peer review via the Canvas site and in the week 3 tutorial.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Activity Participation | Individual | Semester of Enrolment |
Throughout teaching period (refer to Format) | In Class |
| All | 2 | Code of Conduct | Individual | Semester of Enrolment |
Week 3 | Online Submission |
| All | 3 | Plan | Individual | 1000 word equivalent |
Week 4 | Online Submission |
| All | 4 | Portfolio | Individual | 1000 word equivalent + relevant artefacts |
Week 9 | Online Submission |
| All | 5 | Negotiated Assessment | Individual | To meet Program requirements for the number of PEx days completed in prior to school contexts, you will complete either 10 days of PEx or 15 days of PEx, as negotiated with the EDU112 Course Coordinator and Program Coordinator. |
Refer to Format | SONIA |
| All - Assessment Task 1:Activity Participation | |
| Goal: | The goal of this task is to participate and contribute to learning experiences in active, cooperative and meaningful ways |
| Product: | Activity Participation |
| Format: | * Please refer to the Canvas site for this course for more detail. * This task must receive a pass grade to enable progression to Task 5 (PEx) and to successfully complete course requirements. Activity participation involves contributing to tutorial/Canvas activities and discussions every week, with focused participation tasks also occurring in some weeks. Following your PEx you will attend a debrief tutorial (refer to Course announcements for date/time). At the EDU112 debrief you will share your PEx experiences, especially focusing on: - Reflecting on the attachment relationships, play, wellbeing, safety, caregiving needs, interests and potentials of very young children, and the strategies you implemented to support children during the PEx - Reflecting on the insights you gained about creating positive and safe learning environments; facilitating connectedness, and how staff build responsive relationships and partnerships with children, families and communities - Reflecting on the APSTs you have gathered documentation for and are seeking to evidence in your Early Childhood APST Portfolio to show how you are meeting relevant standards - Creating a plan of action for your own professional learning and development, based on the professional learning needs identified during your EDU112 PEx. |
| Criteria: |
|
| All - Assessment Task 2:Code of Conduct | |
| Goal: | The goal of this task is to identify the key components of the Code of Conduct for the School of Education and Tertiary Access and work within its guidelines during a work integrated learning (WIL) placement. |
| Product: | Code of Conduct |
| Format: | * Please refer to the Canvas site for this course for more detail. * This task is also connected to Task 5 (PEx). * Your signed Code of Conducted is required to successfully complete course requirements. After studying the Code of Conduct in class and independently, please sign it and upload the signed form to Canvas by the due date. To be eligible to pass this course, you are required to complete this Professional Experience satisfactorily according to the criteria for this task. The PEx Coordinator, the Course Coordinator and the Professional Learning Liaison will evaluate your performance and the quality of your work and make an assessment against the criteria for this task. |
| Criteria: |
|
| All - Assessment Task 3:Professional Development Plan | |
| Goal: | The goal of this task is to create a professional development plan |
| Product: | Plan |
| Format: | * Please refer to the Canvas site for this course for more detail. * This task must receive a pass grade to enable progression to Task 5 (PEx) and to successfully complete course requirements. This task invites you to identify personal and future learning goals and commitments with regard to building your capacity to initiate and maintain community partnerships. Use your plan to consider professional development opportunities of interest (such as those offered through the Employability Backpack Program and related online workshops) which you can action over the longer term to support the development of community partnerships in early years' contexts. Use your plan to outline your valuing of community partnerships in the early years and explain how community partnerships support children and families and enhance children's learning and wellbeing. Use your plan to consider the importance of your educator role in developing child, family, community partnerships and make connection with ACECQA Quality Area 6 when you describe the personal/professional goals that you have for building collaborative partnerships with families and communities. Make use of the Employability Backpack program, other PD opportunities, and your particular passions and interests when you identify community projects linked to the early years that interest you (E.g. nature play or gardening program, Smith Family reading buddy, Queensland Health Programs, other). Use your plan to describe future learning goals for your professional development that will build relationships and engagement with organisations and services supporting children and families in the local community. |
| Criteria: |
|
| All - Assessment Task 4:Personal Reflection linked to Collaborative Folio | |
| Goal: | The goal of this task is to work collaboratively to gather information about a young child's development, and family and community contexts and to reflect on the role early childhood educators play in supporting children and families and developing family and community partnerships. |
| Product: | Portfolio |
| Format: | * Please refer to the Canvas site for this course for more detail. * This task must receive a pass grade to enable progression to Task 5 (PEx) and to successfully complete course requirements. Working in a small group, choose one child from the ABC 'Life At' Series (use the videos available from links in the course Canvas site) and follow the physical, social and intellectual development of this child from birth to age 7. Focusing on the influence of the first three years of life and how this connects to later learning, engage in ‘scholarly conversations’ with your peers and discuss this child’s development, characteristics, relationships and life circumstances. Taking inspiration from your textbook, Bronfenbrenner’s ecological framework, attachment research, The Early Years Learning Framework (EYLF), and Quality Area 6, discuss the critical importance of the early years, the need for young children to experience health, wellbeing and safety through strong attachment relationships, playful and responsive caregiving and interactions, and supportive social and cultural contexts. As a group engage with ‘information creation as a process’ and collaboratively document what you have discussed. Showcase your shared understandings using a range of forms and formats. After thinking about what your group has gathered and created together, take some time to reflect on your personal learning about your educator role in terms of developing family and community partnerships, fostering inclusion, and supporting the holistic development and wellbeing of young children. Identify the observations, frameworks, theories, values, readings and research that have supported your understanding of early development and learning, health and wellbeing. |
| Criteria: |
|
| All - Assessment Task 5:Placement Performance and APST Portfolio | |
| Goal: | The goal of this task is to develop skills and strategies that support responsive implementation of early childhood curriculum and pedagogy, and the development of respectful and ethical relationships with children, caregivers and staff. |
| Product: | Negotiated Assessment |
| Format: | * All coursework requirements must be completed and passed to enable progression to this task (PEx). * Please refer to the PEx calendar and course information on Canvas for the scheduled dates of your 10 days of PEx/15 days of PEx. As negotiated with the Course and Program Coordinator, you will undertake 10 days of PEx/15 days of PEx x 7.25 hours each day in an early years' context, engaging with children (birth - under three years), their care-givers/families, and their educators. It is an expectation that you will engage fully at the PEx site for 7.25 hours each day. Your site Supervisor will be eligible for QCT teacher registration. During this PEx you will participate in all aspects of the children's care, routines, play and learning under the guidance and supervision of a professional educator. Guidelines to support you during your PEx for EDU112 can be found in the Early Childhood PEx Handbook. A copy of the EDU112 Final Report is found in the Early Childhood PEx Handbook. You are required to successfully complete your PEx, reflect on your developing knowledge, skills and strategies, and demonstrate awareness and responsiveness to the individual needs, interests, capabilities and potentials of young children. You will maintain up-to-date professional written work in your PEx folder and upload quality reflections and APST Portfolio evidence to your APST Portfolio. This task will be assessed by your Supervising Teacher using the EDU112 Professional Experience Report Form. Refer to the SONIA PEx site for the EDU112 PEx Handbook and EDU112 PEx Final Report form information. You will also be required to use the Early Childhood APST Portfolio to document and evidence meeting relevant APST. You will need to demonstrate successful completion of your PEx with children aged birth - under 3 years (including exemplary code of conduct, overall attainment of the APST, completion of the required components identified in the PEx Handbook, including maintenance of up-to-date professional written work: Observations, Planning/Teaching/Assessment documentation, Reflections). Following your PEx you will attend a debrief tutorial (refer to Course Announcements for date/time). At the EDU112 debrief you will share your PEx experiences, especially focusing on: - Reflecting on the attachment relationships, play, wellbeing, safety, caregiving needs, interests and potentials of very young children, and the strategies you implemented to support children during the PEx - Reflecting on the insights you gained about creating positive and safe learning environments; facilitating connectedness, and how staff build responsive relationships and partnerships with children, families and communities - Reflecting on the APST you have gathered documentation for and are evidencing in your Early Childhood APST Portfolio to show how you are evidencing the APST - Creating an updated plan of action for your professional learning and development, based on professional learning needs identified during your EDU112 PEx. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Rebekah Grace,Kerry Hodge,Catherine McMahon | 2016 | Children, Families and Communities | 5th edition | Oxford University Press, ANZ |
| Required | Deb Curtis,Margie Carter | 2012 | The Art of Awareness, Second Edition | 2nd | Redleaf Press |
Specific requirements
Valid Blue Card, professional dress, and a wide brimmed hat.
How are risks managed in this course?
Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Limited Graded Course: This course will be graded as Pass in a Limited Grade Course (PU) or Fail in a Limited Grade Course (UF) as per clause 4.1.3 and 4.1.4 of the Grades and Grade Point Average (GPA) - Institutional Operating Policy of the USC. In a course eligible to use Limited Grades, all assessment items in that course are marked on a Pass/Fail basis and all assessment tasks are required to be passed for a student to successfully complete the course. Supplementary assessment is not available in courses using Limited Grades.
Assessment: Submission penalties
You must contact your Course Coordinator if you require an extension or alternate assessment. All assessment extension requests must be made prior to the assessment submission deadline using the online EDU112 Extension Request Form. Evidence must be provided and be in one of the recognized forms as per clause 7.9.2 of the USC Assessment Policies and Procedures document. Late assessment submissions without prior approval will result in a fail (UF) being awarded, except in exceptional cases where there is an exemption from penalty with supporting evidence (see 7.9.1 of the USC Assessment Policies and Procedures document). Please refer to USC Assessment Policy and Procedures for further information: https://www.usc.edu.au/about/policies-and-procedures/assessment-courses-and-coursework-programs-procedures
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au