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Course Outline

EDU112 Professional Experience: Communities and Partnerships

Course Coordinator:Cynthia Hicban (chicban@usc.edu.au) School:School of Education and Tertiary Access

2026Trimester 2

UniSC Sunshine Coast

UniSC Moreton Bay

UniSC Adelaide

 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 unisc.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 (required and negotiated) provides 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 9 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 the required 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 some students obtaining credit for EDU109 (Please alert the course coordinator if you have been given credit for EDU109). 72.5hrs Week 11 Once Only

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
  • Inclusion and diversity
  • Sleep and Rest policies and procedures
  • Professional practice: UniSC Code of Conduct, working within relevant ethical frameworks and the National Quality Standard
  • EDU112 PEx Handbook and professional practice requirements
  • Child Safety and Erikson's Stage1:Trust and Mistrust and Erikson's Stage 2: Autonomy vs Shame and Doubt
  • Child Safety and the Rights of the Child: Understanding Professional Boundaries, Abuse and Neglect, Domestic and Family Violence, and Child Protection Concerns
  • Child Safety and Wellbeing: Recognising Professional Concerns, Applying Professional Judgement, and Understanding Reporting and Response Pathways

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 Standard 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) or (EDU109 and EDU118 and EDU119 and enrolled in Program UB009)
            

        

    


    

        

            
Co-requisites

            

                Not applicable
            

        

    


    

        

            
Anti-requisites

            

                Not applicable
            

        

    


    

        

            
Specific assumed prior knowledge and skills (where applicable)

            
Not applicable

        

    


    

        

            
Microcredential Information

            
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
                                
Trimester of Enrolment

                                Throughout teaching period (refer to Format)
                                In Class
                            

                            

                                All
                                2
                                Code of Conduct
                                Individual
                                
Trimester of Enrolment

                                Week 3
                                Online Submission
                            

                            

                                All
                                3
                                Plan
                                Individual
                                
1000 word equivalent

                                Week 4
                                Online Submission
                            

                            

                                All
                                4
                                Portfolio
                                Individual
                                
1000 word equivalent and 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, there is a variation in number of PEx days.

10 consecutive days (7.25 hours per day), including an initial PEx site visit and a compulsory debrief at the conclusion of the PEx OR where program conditions apply, 15 consecutive days (7.25 hours per day) is required, including an initial PEx site visit and a compulsory debrief at the conclusion of the PEx.

                                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
                        

                        

                            Authorship Statement:
                            
                        

                        

                            Format:
                            
Activity participation involves contributing to tutorial/Canvas activities and discussions every week, with focused participation tasks also occurring in some weeks.

                        

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
Knowledgeable, active, cooperative and meaningful contributions to face to face and online learning including tutorials, discussions and focused participation tasks

                                                
                                                        4
                                                        5
                                                
                                            

                                            

                                                2
                                                
Preparation and organisation of materials, folders and folios linked to focused participation tasks

                                                
                                                        5
                                                
                                            

                                            

                                                3
                                                
Written and oral communication skills and academic literacies including English expression, grammar, spelling, punctuation, APA referencing conventions​

                                                
                                                        5
                                                
                                            

                                    
                                

                            		
                        

                        

                            Generic Skills:
                            

                        

                    

                

                

                    

                        

                            
                                All - Assessment Task 2:Code of Conduct
                            
                        

                        

                            Goal:
                            
The goal of this task is to demonstrate understanding of, compliance with, and adherence to the Code of Conduct for the School of Education and Tertiary Access (SETA) and the PEx site Code of Conduct.

                        

                        

                            Product:
                            Code of Conduct
                        

                        

                            Authorship Statement:
                            
                        

                        

                            Format:
                            
You will complete the Code of Conduct activity to demonstrate understanding of the content and expectations. You must conduct yourself in accordance with the SETA Code of Conduct for the duration of the course and operate within its guidelines. This includes university-based activities (workshops, tutorials, online Zoom sessions and discussion board communication) and the site-based components of the course. You must also comply with the PEx site Code of Conduct for the duration of your Professional Experience.

                        

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
Demonstrate understanding of the SETA and PEx site Code of Conduct to enact professional practice

                                                
                                                        3
                                                        4
                                                        5
                                                
                                            

                                            

                                                2
                                                
Demonstrate compliance of the SETA Code of Conduct and Placement Site Code of Conduct in all WIL activities.

                                                
                                                        3
                                                        4
                                                
                                            

                                    
                                

                            		
                        

                        

                            Generic Skills:
                            

                        

                    

                

                

                    

                        

                            
                                All - Assessment Task 3:Professional Development Plan
                            
                        

                        

                            Goal:
                            
The goal of this task is to create a professional development plan

                        

                        

                            Product:
                            Plan
                        

                        

                            Authorship Statement:
                            
                        

                        

                            Format:
                            
This task requires you to identify personal and future learning goals and commitments for building your capacity to initiate and maintain community partnerships. You will develop a professional learning plan that outlines relevant professional development opportunities (e.g. online workshops) that you can undertake over time to support community partnerships in early years contexts.

Within your plan, outline your valuing of community partnerships in the early years and explain how they support children, families, and children’s learning and wellbeing. You will also consider the importance of the educator role in developing child, family, and community partnerships, with reference to NAS Quality Area 6.

Connect your professional development plan to your interests, passions, and knowledge needs, and identify relevant community projects linked to early years practice, and describe future learning goals that will support relationship-building and engagement with organisations and services that support children and families in the local community.

                        

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
​Articulation of the importance of collaborative partnerships with families and communities for children, and connection to NQS Quality Area 6, during discussion of your educator role

                                                
                                                        2
                                                        3
                                                        4
                                                        5
                                                
                                            

                                            

                                                2
                                                
Identification of current interests and future learning goals for building collaborative partnerships

                                                
                                                        3
                                                
                                            

                                            

                                                3
                                                
Written communication skills and academic literacies including English expression, grammar, spelling, punctuation, APA referencing conventions.​

                                                
                                                        5
                                                
                                            

                                    
                                

                            		
                        

                        

                            Generic Skills:
                            

                        

                    

                

                

                    

                        

                            
                                All - Assessment Task 4:Personal Reflection linked to Collaborative Folio
                            
                        

                        

                            Goal:
                            
The goal of this task is to use an allocated resource and work collaboratively to gather information about a young child's development, 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
                        

                        

                            Authorship Statement:
                            
                        

                        

                            Format:
                            
Working in a small group, you will select one child from the ABC Life At series (available via links in the Canvas site) to focus on, and follow their physical, social, and intellectual development from birth to age 7. Focus on the influence of the first three years of life and how this connects to later learning.

Engage in scholarly conversations with your peers to discuss the child’s development, characteristics, relationships, and life circumstances. Drawing on your textbook, Bronfenbrenner’s ecological framework, attachment research, the Early Years Learning Framework (EYLF), and NQS Quality Area 6, discuss the importance of the early years and the role of strong attachment relationships, responsive caregiving, and supportive social and cultural contexts in promoting health, wellbeing, and safety.

As a group, engage in “information creation as a process” and collaboratively document your discussion, showcasing your shared understandings using a range of formats.

Reflect on your personal learning about your educator role in developing family and community partnerships, fostering inclusion, and supporting children’s holistic development and wellbeing. Identify the observations, frameworks, theories, values, readings, and research that have informed your understanding of early development, learning, health, and wellbeing.

                        

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
​Identification of the impact of social and cultural contexts, relationships and environments on young children’s’ development and learning, health and wellbeing

                                                
                                                        1
                                                
                                            

                                            

                                                2
                                                
Reflection on the role of the early childhood educator in supporting young children and families, and building community relationships and partnerships

                                                
                                                        1
                                                        2
                                                        3
                                                        4
                                                
                                            

                                            

                                                3
                                                
Written communication skills and academic literacies including English expression, grammar, spelling, punctuation, APA referencing conventions​

                                                
                                                        5
                                                
                                            

                                    
                                

                            		
                        

                        

                            Generic Skills:
                            

                        

                    

                

                

                    

                        

                            
                                All - Assessment Task 5:Professional Experience (PEx)
                            
                        

                        

                            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
                        

                        

                            Authorship Statement:
                            
                        

                        

                            Format:
                            
All students must uphold privacy and confidentiality requirements when participating in PEx contexts. 

You must complete the 10-day block PEx or the 15-day block PEx applicable to your enrolment requirements as outlined in the PEx Handbook, ensure all PEx documentation is completed and signed in SONIA, and attend the compulsory debrief as scheduled.

                        

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
Demonstrate achievement of APST criteria as identified in the PEx Final Report

                                                
                                                        1
                                                        2
                                                        3
                                                        4
                                                        5
                                                
                                            

                                            

                                                2
                                                
Satisfactory final evaluation by the Supervising Teacher, in collaboration with relevant PEx site staff and University staff.

                                                
                                                        1
                                                        3
                                                        4
                                                
                                            

                                    
                                

                            		
                        

                        

                            Generic Skills:
                            

                        

                    

                

        

    

    

        

            

                
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

                    

                        You need regular access to the resource(s) below. Many texts are available as ebooks through the Library at no additional cost.
                    

                    

                        
                            

                                Required?
                                Author
                                Year
                                Title
                                Edition
                                Publisher
                            

                        
                        
                                

                                    Required
                                    Rebekah Grace, Jennifer Bowes, Christine Woodrow
                                    2022
                                    Children, Families and Communities
                                    6th edition
                                    Oxford University Press, USA
                                

                                

                                    Required
                                    Deb Curtis,Margie Carter
                                    2022
                                    The Art of Awareness, Third Edition
                                    3rd
                                    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

                
This course will be graded as Pass in a Limited Grade Course (PU) or Fail in a Limited Grade Course (UF) as per clause 5.1.1.3 and 5.1.1.4 of the Grades and Grade Point Average (GPA) - Academic Policy.
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 and provide the required documentation if you require an extension or alternate assessment.
Refer to the Assessment: Courses and Coursework Programs – Procedures.

            

        


        

            

                
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

                
For course-specific questions, contact your teaching staff or Course Coordinator.  
For other enquiries or to access support, please contact Student Central: 

            

        

    







    

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