Year
2024Credit points
0Campus offering
Prerequisites
EDCX202 Curriculum Decision-Making in the Early Years: Connections and Continuities
Unit rationale, description and aim
The second of the professional experience program units builds upon the work commenced during Curriculum Decision-Making in the Early Years: Connections and Continuities, and extends pre-service teachers’ understanding of the complexity of the teaching and learning process in regard to individual differences, cultural diversity, and context as they begin to work with students aged 8-12. Through placements, which may include remote and rural settings, pre-service teachers are able to engage in professional learning experiences that provide opportunities to extend their existing knowledge and skills and the development of new knowledge and skills. There will be a focus on enhancing their cultural awareness, classroom management and capacity to enable effective learning behaviours.. Participation in other school activities is expected.
This unit aims to assist pre-service teachers to develop an awareness of the responsibilities of a classroom teacher, including current curriculum requirements and the integration of general capabilities, and take responsibility for planning and implementing whole class learning experiences, including assessment and reporting strategies, for an extended sequential period as they begin to work with students aged 8-12.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Synthesise theoretical considerations related to teaching and learning with professional practice (APST 1.2; ACECQA C4) | GC2 |
| LO2 | Demonstrate knowledge of content and teaching strategies relevant to the teaching area | GC1, GC2, GC4 |
| LO3 | Plan and implement appropriate programs for students based on students’ needs and strengths, and incorporate informed assessment and reporting strategies, and strategies for providing appropriate written and oral feedback to students in relation to their learning (APST 2.1, 5.1, 5.2, 5.3, 5.4, 5.5; ACECQA C4) | GC1, GC2 |
| LO4 | Develop and consolidate classroom teaching and management skills that are responsive to different learning styles and incorporate differentiated teaching (APST 1.5, 4.2; ACECQA C4, C5, E3) | GC1, GC2 |
| LO5 | Critically reflect and evaluate their classroom experiences as a means to develop and refine professional skills (APST 6.1, 6.2, 6.3, 6.4; ACECQA C4, C5, E3) | GC2 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
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. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
C. Early childhood pedagogies C4. Teaching methods and strategies C5. Catering to children with diverse needs and backgrounds |
E. History and philosophy of early childhood E3. Ethics and professional practice |
Content
Topics may include:
- Effective teaching and learning strategies
- Assessment and reporting
- Classroom management strategies
- Creating positive classroom environments
- School, parents and community
- Teacher ethics and professional responsibilities
- Catering for individual differences
- Curriculum development and teaching
- Social and cultural influences on teaching
- Social justice and the provision of education.
Learning and teaching strategy and rationale
A variety of teaching and learning strategies will be used, including:
- Pre-service teachers in this second unit of Professional Experience will work with the University and schools to undertake at least 20 days of professional experience relevant to the work of the teacher.
- Seminars, tutorials, or workshops, in the Education Studies sequence and curriculum studies units in the course, which include pre-service teacher-led discussions and group work, will provide opportunities for pre-service teachers to reflect on and build on their experiences in the field.
- Use of the information and communication technologies, including online discussion, will be utilised to facilitate the formation of a network of pre-service teachers who remain connected to each other, with the University representatives/mentors, and the PEC Office while participating in their professional experiences.
Assessment strategy and rationale
Assessment of the Professional Experience program is based on the pre-service educator’s performance across the unit learning outcomes and will documented against the following domains professional knowledge, professional practice and professional relationships.
Minimum Achievement Standards
Candidates must achieve a minimum satisfactory standard in all domains and attendance for the required professional experience placement days in order to achieve a pass for the unit.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Formative Assessment A satisfactory Interim (Midpoint) Report must be submitted by the Supervising Teacher and the ACU University Supervisor before a candidate can move on to undertaking a summative assessment. This is designed to support the candidate in monitoring their professional practice and to identify areas of practice that may require further development and to ensure they are supported in developing strategies to address their particular needs. | Satisfactory/ Unsatisfactory | LO1, LO2, LO3, LO4, LO5 |
Summative Assessment Final Report. In this assessment candidates are expected to demonstrate satisfactory teaching performance during their Professional Experience Program as evidenced by both practical and written work. | Pass/Fail | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
Barry, K., & King, L. (2007). Beginning teaching and beyond. (4th ed.). Southbank, Vic: Cengage Learning,
Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis: Free Spirit Pub.
Henniger, M. L., & Duckworth, R.R. (2009). The teaching experience: An introduction to reflective practice (3rd ed.). New York: Pearson Custom Publishing.
Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Upper Saddle River, NJ: Pearson Education.
Killen, R. (2015). Effective teaching strategies: Lessons from research and practice (7th ed.). South Melbourne, Vic: Cengage Learning Australia.
Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive learning environments (4th ed.). South Melbourne, Vic: Cengage Learning.
McBurney-Fry, G. (2005). Improving your practicum: A guide to better teaching practice (2nd ed.). Katoomba , NSW: Social Science Press.
Marsh, C. J. (2010). Becoming a teacher. Frenchs Forest, NSW: Pearson Education Australia.
Murdoch. K., & Wilson J. (2004). Learning links: Strategic teaching for the learner-centred classroom. Carlton South, Vic: Curriculum Corporation.
Wilson, J., & Jan, L. W. (2003). Focus on inquiry: A practical approach to integrated curriculum planning. Carlton South, Vic: Curriculum Corporation.