ECE212 - Curriculum 3: Planning and Assessment for Teaching and Learning
| Year: | 2023 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Online, CBD* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | Students must be enrolled in course 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 |
| Study commitment | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. |
| Scheduled learning activities - campus | 1 x 2-hour seminar per week 1 x 1-hour online workshop per non-placement teaching weeks (approx. 6-9 weeks) 1 x conference per trimester |
| Scheduled learning activities - cloud (online) | 1 x 2-hour online workshop per non-placement teaching week (approx. 6-9 weeks) 2 x 1-hour online class per trimester 1 x conference per trimester |
| In-person attendance requirements | The unit also includes a Professional Experience placement (20-days). For the most up-to-date advice regarding your placement please see here. |
| Note: | *Community Based Delivery (CBD) refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute |
Content
This unit provides a context for the student to explore the relationship between documentation, planning and assessment for learning with children aged 3-5 years. It builds on the students' existing experience and knowledge of young children to support the development of responsive and respectful pedagogies that respect the child as an individual and support children as confident and involved learners.
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.
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 practicum or assessment parts of this unit, the entire unit, including placement will need to be repeated. | ULO 1 ULO 2 ULO 4 ULO 5 |
Unit Fee Information
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