Unit rationale, description and aim
The Australian Early Years Learning Framework, in line with contemporary understandings of childhood, recognises and supports the holistic nature of children's learning across a number of domains including the spiritual domain. This unit endorses the practices and principles of the Australian Early Years Learning Framework, in particular the spiritual dimension of learning and development. The unit investigates the nature of spiritual development and learning for the young child and the ways in which early years education can honour and extend young children's spirituality. It positions spirituality within relevant historical, religious, philosophical and theoretical approaches and consider the implications of these approaches for pedagogy and practice in both religious and non-religious settings of early learning.
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.
Explain contemporary approaches to children and ch...
Learning Outcome 01
Apply knowledge of historical, religious, philosop...
Learning Outcome 02
Utilising current curriculum frameworks, theories ...
Learning Outcome 03
Rationalise and design a range of creative resourc...
Learning Outcome 04
Content
Topics will include:
- contemporary understandings of children and childhood and the place of spirituality within the context of development and learning, care and education;
- the nature of childhood spirituality including awe and wonder, connectedness, transcendence, and the search for meaning;
- historical, religious, philosophical and theoretical approaches with relevance to spirituality in the early years;
- the spiritual dimensions of young children’s lives and learning and implications for pedagogy in the early learning program;
- resources and strategies that promote awareness of Aboriginal spirituality, diversity and social justice, ecology and environmental sustainability and social and emotional well-being through spiritual practice.
Assessment strategy and rationale
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit and participate in all assessment tasks.
Overview of assessments
Assessment Task 1 Design a presentation for pare...
Assessment Task 1
Design a presentation for parents and caregivers outlining the nature of young children’s spiritual learning and development and how this is nurtured in early years prior to school settings in ways that include Indigenous ways of knowing and respect the spiritual and religious diversity of all children. The presentation is to be accompanied by supporting notes and images, equivalent to 2,500 words.
50%
Assessment Task 2 Series of planned learning ex...
Assessment Task 2
Series of planned learning experiences with resources and strategies that draw attention to one or more aspects of spirituality – awe and wonder, connectedness, transcendence, and the search for meaning, equivalent to 2,500 words
50%
Learning and teaching strategy and rationale
Students will engage in a variety of individual and group tasks to achieve the learning outcomes.
150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours becomes private study.
The teaching and learning organisation may take a number of forms, depending on specific course/subject requirements at the time of delivery, this may include a combination of face to face and/or online learning delivered on a weekly or intensive schedule. Tutorials and/or synchronous learning will enable students to participate in cooperative and supportive learning opportunities. All learning modes will be delivered and/or supported by a range of resources and activities on ACU’s technology learning platform (Canvas).
Mode: Attendance, Online, Multi-mode or intensive delivery through ‘In country’ or international experience.
Duration: 12 week semester or equivalent
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge: