Course Outline
EDU217 Professional Experience: Evidence Based Decision Making in Early Learning
Course Coordinator:Vicki Schriever (vschriev@usc.edu.au) School:School of Education and Tertiary Access
2024Semester 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 will explore processes of curriculum development and decision making in the early phase of learning in educational contexts. The course will investigate a range of methods of monitoring and assessing children's differentiated learning and developing competencies as well as reporting on children's progress to ensure continuity in learning across early learning experiences and learning areas. This course requires you to participate in 15 days of Professional Experience in a Kindergarten educational setting.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. | 2hrs | Week 1 | 9 times |
| Tutorial/Workshop 1 – The tutorial will be delivered in a face to face mode on campus. | 2hrs | Week 1 | 10 times |
| Placement – This course includes a 15 day Professional Experience placement in a kindergarten setting commencing in Week 11. | 108.75hrs | Refer to Format | Once Only |
Course Topics
- Early Years Learning Framework (EYLF)
- Queensland Kindergarten Learning Guidelines (QKLG)
- Listening and Learning Together: C&K Curriculum Approach
- Foundations for Success
- Australian Curriculum (ACARA)
- Roles, responsibilities and pedagogical approaches to teaching in the early years
- Differentiating teaching to meet the specific learning needs of children across the full range of abilities
- Supporting language and early literacy practices in kindergarten, including developing children’s phonological awareness and alphabetic and letter-sound knowledge (phonics)
- Making judgments on children’s learning using appropriate assessment and evaluation approaches
- Keeping accurate and reliable records of student achievement for reporting purposes
- Early childhood policies and initiatives in curriculum decision making
- Children’s transitions and continuity including transitioning from an early childhood setting to a primary school
- Transition statements
- Professional Experience (PEx)
What level is this course?
200 Level (Developing)
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 | Interpret state and Australian curriculum documents, participate in curriculum decision making processes and assessment moderation to support consistent and comparable judgements of children's learning in the kindergarten context. |
Ethical Engaged |
2, 2.1, 2.2, 2.3, 5.3 |
| 2 | Differentiate teaching to meet the specific learning needs of children across the full range of abilities; and build on children's competencies, needs, interests and continuity of learning to enhance the transition from Kindergarten to Prep |
Ethical Engaged |
1.1, 1.2, 1.3, 1.5, 1.6 |
| 3 | Use state and/or Australian curriculum documents to plan, design and articulate integrated learning experiences for children that support their language development and early literacy practices in kindergarten |
Ethical Engaged |
2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.4 |
| 4 | Use a range of state and/or Australian curriculum documents as well as transition statements to monitor, assess and report on children's progress in early learning experiences and learning areas and enhance continuity of learning |
Ethical Engaged |
5.1, 5.2, 5.3, 5.4, 5.5 |
| 5 | Develop, and reflect on, pedagogical strategies to build on children's continuity of learning across prior-to-school and schooling contexts. |
Ethical Engaged |
2.1, 2.2, 2.3, 3.2, 3.3 |
| 6 | Apply and articulate knowledge and understanding of legislative, ethical frameworks and professional standards in an early years context. |
Ethical Engaged |
7.1, 7.2 |
* 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. |
| 1.5 | Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
| 1.6 | Strategies to support full participation of students with disability: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
| 2 | PROFESSIONAL KNOWLEDGE: Know the content and how to teach it |
| 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. |
| 2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 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. |
| 5.1 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
| 5.2 | Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
| 5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 5.5 | Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement |
| 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. |
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
EDU208 and enrolled in Program ED303
Co-requisites
Not applicable
Anti-requisites
EDU336
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Limited Grading (PNP)
Details of early feedback on progress
Students will apply content knowledge and practice assessment skills during tutorials. Opportunities for group and individualised feedback will be provided.
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 | Ongoing through the semester |
Week 3 | Online Submission |
| All | 3 | Practical / Laboratory Skills, and Written Piece | Individual | 1000 words |
Week 4 | Online Assignment Submission with plagiarism check |
| All | 4 | Plan | Individual | 1500 word equivalent |
Week 7 | Online Assignment Submission with plagiarism check |
| All | 5 | Placement performance | Individual | 15-day block 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 (face to face and online) in active, cooperative and meaningful ways. |
| Product: | Activity Participation |
| Format: | You will engage in preparation for learning by familiarising yourself with the online learning materials and modules each week. You will engage in self-directed learning through deep engagement with course materials and contribute actively and cooperatively to discussions, learning materials and tutorials. There are also focused participation tasks in weeks 2, 4,6, 9 and 10 which require specific preparation: In week 2 you will bring your PEx file and documentation from your previous PEx and share your learning from the previous semester's PEx course. You will also engage in peer review of your APST Portfolio and share the evidence you have collected and collated to date. Following reflection and critique of these portfolios and evidence you will identify your professional learning needs and plans for EDU217. In week 4 you will undertake an observation in practice and share your reflections and insights with peers. In week 6 you will bring in your selected children's book and share your selected text and developing pedagogical ideas with your peers. In week 9 you will actively participate in discussions and EDU217 PEx preparation and use the information discussed to plan for your PEx, including familiarising yourself with the PEx handbook and Final Report components, organising your PEx file, and identifying possible APSTs to evidence in your APST Portfolio. In week 10 you will engage in discussion and reflection about your learning in this course. You will engage in course feedback processes and identify your personal/professional learning goals for your upcoming PEx and beyond. You will share resources and ideas for a successful PEx in kindergarten settings. |
| Criteria: |
|
| All - Assessment Task 2:Code of Conduct | |
| Goal: | The goal of this task is to critically analyse the Code of Conduct for the School of Education and reflectively operate within its guidelines during a work integrated learning (WIL) experience. |
| Product: | Code of Conduct |
| Format: | After studying the Code of Conduct in class and independently, you sign the Code of Conduct provided. Your signed document must be uploaded to Canvas by the due date and prior to going onto an education site on your first PEx. During your WIL experience, you are required to complete 15 days of work experience. To be eligible to pass, you are required to complete the Professional Experience satisfactorily according to the criteria below. See Canvas for your discipline specific Code of Conduct. |
| Criteria: |
|
| All - Assessment Task 3:Observation in Practice | |
| Goal: | Observe, record, and analyse the learning you notice in the scenario provided. |
| Product: | Practical / Laboratory Skills, and Written Piece |
| Format: | Engage in a formal process to provide formative feedback. You will watch a provided video and from the perspective of a teacher, complete the template provided and analyse your observations to provide insights into the children's learning. |
| Criteria: |
|
| All - Assessment Task 4:Intentional Teaching Learning Sequence | |
| Goal: | Develop and reflect on pedagogical strategies to build on children’s interests and developing competencies and differentiate teaching to meet the specific learning needs of children across the full range of abilities. |
| Product: | Plan |
| Format: | You will select an age-appropriate story book for kindergarten children. You will use the story book as a basis for developing an intentional teaching learning sequence that supports language development and early literacy practices in kindergarten. You will identify and describe how you will differentiate teaching to meet the specific learning needs of children across the full range of abilities. You will be provided with a planning template for your activities. |
| Criteria: |
|
| All - Assessment Task 5:Professional Experience (PEx) | |
| Goal: | To develop an understanding of the significance of the kindergarten context in valuing children's communication and social interactions. |
| Product: | Placement performance |
| Format: | You will undertake 15 days of PEx in a kindergarten context. It is an expectation that you will engage fully at the PEx site for 7.25 hours each day. You will be supervised by a professional teacher who meets the qualification and registration requirements of the Queensland College of Teachers (QCT), and who will complete your report. 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 EDU217 can be found in the Early Childhood PEx Handbook. A copy of the EDU217 Final Report is found in the Early Childhood PEx Handbook. You are required to successfully complete your PEx and reflect on your planning and teaching of individual, small group and large group learning experiences. You will maintain up-to-date professional written work in your PEx folder and upload quality reflections and APST Portfolio evidence. |
| 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 | Leonie Arthur,Bronwyn Beecher,Elizabeth Death,Susan Dockett,Sue Farmer | 2021 | Programming and Planning in Early Childhood Settings | 8 | Cengage AU |
Specific requirements
You must have a valid Blue Card. Refer to the QCAA and ACARA websites to access curriculum documents
How are risks managed in this course?
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 UniSC. 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.
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
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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
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- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au