EPR744 - Curriculum Inquiry in Professional Experience


2022 unit information

Enrolment modes:

Trimester 1: Burwood (Melbourne), Cloud (online), CBD*

Enrolments close on 15 November (year preceding)^


Trimester 2: Cloud (online), CBD*

Enrolments close on 15 May^

Credit point(s): 1
EFTSL value: 0.125
Cohort rule:

Students must be enrolled in course E764


Students commencing E764 course from 2021: Must have passed 8 units in ECE761, EEE754, EEE755, EEE756, EPL746, EPM742, EPR742, EPR771



Incompatible with:

EPR714, EPR724, EPR754

Study commitment

Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit.

Scheduled learning activities - campus

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, independent study and 1 x 3-hour scheduled face to face workshop per non-placement teaching week (approx. 6-9 weeks) and 1x 1-hour Placement Briefing Lecture

Scheduled learning activities - cloud (online)

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions and independent study during non-placement teaching weeks (approx. 6-9 weeks).

It is highly recommended that you attend scheduled synchronous discussions in CloudDeakin throughout the trimester.

Participation is highly recommended in the scheduled 1-hour Blackboard Collaborate Placement Briefing Session.

In-person attendance requirements

^Professional Experience

Preservice Teachers will also be required to attend 10-days of Professional Experience in a Primary school setting and 10-days in an Early Childhood education setting.

  • Trimester 1 enrolments for this unit close on 15 November (year preceding).
  • Trimester 2 enrolments for this unit close on 15 May.

Please refer to the Professional Experience Office website for further information regarding your professional experience placement.

In Person Attendance Requirements
Students who are completing professional experience placements are not required to attend classes or scheduled synchoronous sessions during the placement.


*CBD refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute; Community Based Delivery


This unit will provide students with an in-depth knowledge and understanding of the transitions to or from primary school in relation to a specific learning area of the primary school curriculum, and the pedagogical approaches that optimise learning, learner development and well-being in these crucial phases of schooling/education. Drawing on theories of learning, curriculum and pedagogy, students will examine learning by analysing the connection between curriculum and engagement for a specific age group of learners, through a focus on child-centred practices, pedagogies of care, relationships and engagement to support learning, development, well-being and identity in relation to the specific learning area.

The importance of practices in building relationships with children to enhance learning and learner identity in relation to a specific learning area will be examined, along with an examination of the interrelationship between learning environments, connections and opportunities for learning and development. Students will draw on their knowledge of curriculum, pedagogy, learning and environment to critically analyse educator practices as they support children’s learning and development in the specific learning area. The unit will provide opportunities for students to gain deeper understanding of the importance of engagement and identity for children’s well-being and developing sense of self in relation to the learning area, as well as support children's physical, emotional, social, cognitive and language development.

The role of the specialist teacher as an advocate who can lead the development and facilitation of quality teaching and learning experiences for children in a specific learning area will be a focus of this unit. The role of the community, family and professional learning area organisations as equal and respected partners in the planning and decision making for young people will also be explored and students will engage in critical debate about learning partnerships by focusing on the policy documents, literature and examination of practice as influencing these relationships.

Unit Fee Information

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