Year
2023Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
Pre-service teachers must develop an awareness of the increasingly complex contexts in which they will work and be cognisant of, sensitive to and skilled in responding to sociocultural diversity and the unique family, community and societal experiences children bring to their learning. This unit develops pre-service teacher knowledge and understanding of influences on learners and learning. This provides students with an understanding of educational philosophy, history, contexts, policies and forces shaping education in Australia and globally. Pre-service teachers engage in personal reflection on their own background and its impact on their educational experiences before applying this through two critical investigations of the influence of sociocultural context on learners in early childhood and primary contexts. The first investigation considers transitions for children as they move across and within learning contexts and strategies for effectively engaging with family and community. The culminating investigation focuses on Aboriginal and Torres Strait Islander histories, cultures and languages and the influence of indigenous culture, identity and linguistics on education for Aboriginal and Torres Strait Islander learners in contemporary educational contexts. The unit addresses relevant legislation, policies and advocacy practices that support student and family wellbeing, and build partnerships that ensure their meaningful engagement in learning experiences for learners across a range of backgrounds.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Identify and critically reflect upon their cultural, familial, developmental and educational background of self and others, including learners from Aboriginal and Torres Strait Islander backgrounds (GA2, GA4, GA5; APST 1.3, 1.4; ACECQA F3)
LO2 - Demonstrate an informed understanding of the meaning and significance of sociocultural contexts, and the impact diverse context may have on education experiences in early childhood and primary school contexts, and the implications for teaching strategies for learners of different linguistic, cultural, religious and socioeconomic backgrounds (GA4, GA10; APST 1.3, 2.4; ACECQA A6, A7, D2, D5, E1, E2)
LO3 - Demonstrate a critical awareness of contemporary and historical educational philosophies, contexts, policies and forces shaping education in Australia and globally (GA1, GA2, GA5; APST 1.4, 1.6, 2.4, 7.2; ACECQA A7, B1, B2, E3)
LO4 - Apply knowledge and strategies to engage diverse families and communities in partnerships that support learning and teaching processes, with particular attention given to supporting effective and authentic transitions for children as they move across and within learning contexts (GA1, GA2, GA3; APST 3.7, 5.5, 7.2, 7.3; ACECQA A7, C3, C5, D1, D2, D3, D4, D5)
LO5 - Demonstrate broad knowledge and understanding of relevant legislation, policies and advocacy practices that support student and family wellbeing, and build respectful partnerships that ensure their meaningful engagement in learning experiences for learners across a range of diverse backgrounds, with particular focus given to Aboriginal and Torres Strait Islander families and communities (GA1, GA2, GA5; APST 1.4, 1.6, 2.4, 7.1; ACECQA D1, D2, D3, D4, D5)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |
5.5 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 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A6 Diversity, difference and inclusivity A7 Transitions and continuity of learning (including transition to school) |
B1 Early Years Learning Framework B2 The Australian curriculum |
C3 Guiding behaviour and engaging young learners C5 Catering to children with diverse needs and backgrounds |
D1 Developing family and community partnerships D2 Multicultural education D3 Aboriginal and Torres Strait Islander perspectives D4 Socially inclusive practice D5 Culture, diversity and inclusion |
E1 Historical and comparative perspectives E2 Contemporary theories and practice E3 Ethics and professional practice |
F3 Professional identity and development |
Content
The topics will include:
- Theories, philosophies and history of education
- Modern and postmodern frameworks for analysing educational and sociocultural contexts using philosophical and sociological discourse
- National and international directives, legislation and policy for the education of all
- Social class, gender, race and ethnicity and their influence on learning and teaching in early childhood and primary contexts
- Understanding and respecting diversity of culture, language, history, religion and economics in Australian contexts
- Aboriginal and Torres Strait Islander histories, cultures and languages; appreciating Australia’s indigenous communities
- Aboriginal and Torres Strait Islander education; critiquing historical and contemporary education for students from Aboriginal and Torres Strait Islander backgrounds
- Transitions and early learners; strategies for supporting learner and family wellbeing
- Strategies for working with a diverse range of Indigenous and non-Indigenous parents/carers, families and communities
Learning and teaching strategy and rationale
Engagement for learning is the key driver in the delivery of this curriculum which is offered in online mode. A range of teaching and learning strategies are employed to reflect technology-enhanced learning in developing pre-service teachers’ knowledge and understanding of sociocultural influences on the education of children from birth to 12 years. These include synchronous and/or asynchronous digital engagement in: interactive learning activities and experiences; student-led discussion forums and group work; directed reading activities; and ICT as a pedagogical tool for mediating respectful engagement with diverse participants. In particular, activities and resources will facilitate pre-service teachers applying a philosophical and sociocultural lens to a critical analysis of education as a right of all children and Australia’s response in achieving learning and wellbeing for all learners, families and communities.
The development of knowledge and respect for diverse learner backgrounds in the Australian context will be developed through a case analysis of Aboriginal and Torres Strait Islander histories, cultures, languages and their impact on education. Pre-service teachers will engage in an online module in Aboriginal and Torres Strait Islander Issues and Perspectives for Education that is developed and led by indigenous academics in consultation with indigenous communities. Pre-service teachers will learn to engage respectfully with indigenous community members through discussions and activities within the online platform and will then practise this in work-integrated learning mediated through the related placement unit, EDFX632. In this way, the planned teaching and learning will draw on philosophical, sociocultural and legislative considerations for developing safe and ethical professional practice for the education of all learners.
Technology Enhanced Learning
The online teaching and learning in this unit will be offered via a LEO unit site. Lectures, lecture summaries and/or tutorial activities may be recorded to support student learning. Pre-service teachers and indigenous community participants will be notified when an activity is being recorded prior to the commencement of the activity.
Assessment strategy and rationale
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards by demonstrating the unit learning outcomes. The Education Studies units in this course focus on developing understanding of and skills across the professional knowledge, practice and engagement needed to meet expectations of ACECQA criteria and the APST: Graduate level. In EDFD692 the assessment focuses on applying knowledge of diverse backgrounds on providing responsive educational opportunities for all learners and families. The three assessment tasks are sequenced to allow feedback and progressive development in demonstrating understanding of the influence of sociocultural background on educational opportunity by: considering the impact of personal background on educational opportunities and challenges (Task 1); applying knowledge of diverse learner backgrounds to a case study into learner and family wellbeing in transitions in the early years (Task 2); and critically analysing issues in Aboriginal and Torres Strait Islander education and histories through a lens of national and international rights and responsibilities (Task 3).
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
The assessment tasks and their weighting for this unit are mapped to demonstrate achievement the learning outcomes and the related academic and professional standards. In order to pass this unit, students are required to successfully complete all assessment tasks.
Minimum Achievement Standards
The assessment tasks for this unit are designed for pre-service teachers to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to successfully complete all assessment tasks.
Critical Tasks for Initial Teacher Education (CTITE): This unit includes a Critical Task for Initial Teacher Education (CTITE). This is one of a set of tasks developed as culminating assessment of the Graduate Teacher Standards for use with all pre-service teachers. To pass this CTITE pre-service teachers will need to successfully demonstrate all Graduate Teacher Standards that are summatively mapped to this task. The description, criteria, standards and moderation of these tasks are mapped across the course to facilitate consistent and comparable judgements. Pre-service teacher data from these tasks is used to confirm achievement of the Graduate Teacher Standards, validate the tasks and evaluate and improve programs.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Auto ethnography Critical reflection upon personal cultural, developmental and educational background and its impact on understandings of self as learner and teacher. | 20% | LO1 | GA2, GA4, GA5 |
Assessment Task 2 Case Study; Sociocultural influences on education Analysis of the significance and impact of transitions on early learners from diverse backgrounds, and the identification of strategies for working with and reporting to parents/carers to support learning and wellbeing across a range of learner backgrounds, strengths and needs. | 30% | LO1, LO2, LO3, LO4 | GA1, GA2, GA3, GA4, GA5, GA10 |
Assessment Task 3 CTITE2: Research and Document Analysis; Issues in Aboriginal and Torres Strait Islander Education Analysis of international and national rights and responsibilities in education and critique of Australian historical and contemporary ethical and professional practices with and responsibilities to Aboriginal and Torres Strait Islander learners and communities. | 50% | LO1, LO3, LO4, LO5 | GA1, GA2, GA3, GA5 |
CTITE2: Research and Document Analysis; Aboriginal and Torres Strait Islander Education
Prepare a detailed analysis of national and international rights and responsibilities in educational settings. Review legislation, policy and processes relevant to meeting the educational needs of all learners, regardless of learner backgrounds, strengths and needs.
Apply the analysis to a case study of Aboriginal and Torres Strait Islander learners within a selected local community. Critically examine the impact of histories, cultures and languages on the educational needs of Aboriginal and Torres Strait Islander students and their families and communities. Review these needs in relation to national and international rights and responsibilities for children and young people. Consider how the ethical and professional responsibilities of teachers impact on the education of learners from Aboriginal and Torres Strait Islander backgrounds.
Representative texts and references
Required Text
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Recommended Resources
Ailwood, J., Boyd, W., & M. Theobald, (2016). Understanding early childhood education and care in Australia. Allen & Unwin.
Cook, R. E., Klein, M. D., & Chen, D. (2014). Adapting early childhood curricula for children with special needs (8th ed.). Chapter 2: In partnership with families. Pearson Education.
Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.
Hyde, M., Carpenter, L., & Conway, R. (Eds.). (2017). Diversity, inclusion and engagement (3rd ed.). Oxford University Press.
Martin. K. (2012). Aboriginal early childhood: Past, present and future. In J. Phillips & J. Lampert (Eds.). Introductory Indigenous Studies in Education. Reflection and the importance of knowing (2nd ed.,pp. 26-39). Pearson Education.
Moore, T., McDonald, M., Mc Hugh-Dillon, H., & West, S.. (2016). Community engagement A key strategy for improving outcomes for Australian families. Child Family Community Australia Paper No. 39. April.
Penn, H. (2014). Understanding early childhood (3rd ed.). Open University Press.
Perry, B., Dockett, S., & Petriwskyj, A. (2014). Transitions to school - International research, policy and practice. SpringerLink.
Woodhead, M., & Moss, P. (Eds). (2007). Early childhood and primary education: Transitions in the lives of young children. Early Childhood in Focus (2). Open University.