ECE212 - Curriculum 3: Planning and Assessment for Teaching and Learning
Unit details
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Online, Community Based Delivery (CBD)* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 1: Carole Lanting |
| Cohort rule: | This unit is only available to students enrolled in E330, E333 or E334 |
| Prerequisite: | Students must have passed 5 credit points at level 1 including unit ECE111, ECE112 and ECP128 |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Educator-facilitated (scheduled) learning activities - on-campus unit enrolment: | 1 x 3-hour seminar per non-placement teaching weeks |
| Educator-facilitated (scheduled) learning activities - online unit enrolment: | 1 x 1.5-hour online seminar per non-placement teaching weeks |
| In-person attendance requirements: | The unit also includes a professional experience (placement) (20-days). For the most up-to-date advice regarding your professional experience (placement) please see here. |
Note:*Community Based Delivery (CBD) is for National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute students only. | |
Content
This unit will provide students with opportunities to engage with the education and care of children from 3 - 4 years of age. In a professional experience placement, students will engage young children, teachers and families and will be able to critically analyse and reflect on the components of contemporary learning environments and programmes for young children.
This unit provides a context for students to explore the relationship between documentation, planning, assessment and evaluation for learning with children aged 3 - 4 years. It builds on the students' existing experience and knowledge of young children’s learning and development to support the development of responsive and respectful pedagogies that respect the child as a confident and involved individual. The unit will critique contemporary theoretical perspectives and curriculum approaches influencing early childhood pedagogy and practice both in Australia and globally, with a focus on child-centred practice as a context for learning. Students will continue to construct understandings about developing effective relationships and successful teaching interactions with children. They will also continue to develop teaching practices that promote children’s inquiry, thinking and problem-solving skills to become confident and competent learners within their own cultural contexts, and develop their capacity to design and assess dynamic and challenging learning environments for both individual and groups to achieve optimum learning outcomes.
During the placement, students will practice the implementation of the planning cycle with a small group of focus children. They will assess and analyse their learning to set learning goals that provide achievable challenges for the varying abilities and characteristics of the children, and respond to these through planning, implementation and evaluation of learning experiences. Throughout these tasks, student will critically analyse and reflect on their professional practice and teaching identity alongside their mentor teacher. Reflective practice will allow students to evaluate their programming and build their professional identity as early childhood teachers.
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Critically analyse and discuss their own teaching and learning practices with young children, with consideration of their own approaches curriculum design, assessment and teaching pedagogies. | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
| ULO2 | Make interpretations and set professional learning goals through the analyse of reflections, feedback and professional practice documentation | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
| ULO3 | Explain and evaluate AITSL standards for graduate teachers by identifying their relevance to themselves and the early childhood teaching community | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy |
| ULO4 | Create a program planning philosophy that constitutes contemporary teaching and learning discourses, educational legislation and curriculum frameworks | GLO1: Discipline-specific knowledge and capabilities |
| ULO5 | Apply knowledge of curriculum, policy and regulation required of teachers into their professional practice, including assessment and interpretation of children’s learning, lesson planning and a range of teaching practices | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1 - Program planning Philosophy | 2000 words or equivalent | 50% | Week 7 |
| Assessment 2 - Placement Experience Report (Placement Artefacts and Placement Evaluation) | 2000 words or equivalent | 50% | Information not yet available |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Hurdle requirement
| Brief summary of assessment tasks and hurdle requirement | Rationale | Deakin Graduate Learning Outcomes |
|---|---|---|
| Assessing the Professional experience for students enrolled in School of Education courses, the professional experience component is assessed primarily by the class-based teacher who advises the Unit Chair. Satisfactory completion of the Professional Experience component is compulsory in order for the student to progress. (20-days) | Successful completion of practical teaching experience is a requirement of the Victorian Institute of Teaching and ACECQA. ECE212 has a professional experience component of 20-days embedded and as such, the academic tasks and practical teaching knowledge and competencies must be successfully completed in order to pass this unit. If students do not pass either the professional experience (placement) or assessment parts of this unit, the entire unit, including professional experience (placement) will need to be repeated. | GLO 1 GLO 2 GLO 4 GLO 5 |
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link ECE212
Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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