edec3003 professional studies with early learning quality...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: EDEC3003

Mode of study: Fully Online

Tuition pattern summary: This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units: EDEC3004 (v.0) Professional Studies in Supportive Learning Environments with Three to Five Year Olds or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Sharon DaviesPhone: 08 9266 5850Email: [email protected]: Building: 501 - Room: Level 4

Teaching Staff:

Administrative contact: Name: Bentley Generic EnquiriesPhone: 08 9266 2158Email: [email protected]: Building: 501 - Room: Level 3

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDEC3003 Professional Studies with Early Learning Quality Frameworks in the First Five Years of Life

Faculty of HumanitiesSchool of Education

EDEC3003 Professional Studies with Early Learning Quality Frameworks in the First Five Years of LifeKalgoorlie Campus 19 Jul 2016 School of Education, Faculty of Humanities

Page: 1 of 18CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Syllabus This unit will require the practical application of curriculum and early childhood pedagogy appropriate to young children in early learning settings. Students will be provided with an opportunity to develop a leadership style through engaging with the organisational culture and professional learning community while attending a practicum in an accredited Early Learning Centre working with babies, toddlers and young children. The placement will comprise of a 1 day visit for 10 weeks immediately followed by a block of 15 consecutive days. Planning and implementing high quality learning experiences and supportive environments to maximise learning opportunities for infants, toddlers and young children will be a feature of this unit. Students will build on previous practicum experiences to build collaborative partnerships with families and colleagues. The unit will examine National and State law and policy and the impact these have on early learning environments, families and children. Passing this unit is contingent on successful completion of the professional practice component of the unit.

Introduction This professional practice unit will critically examine the principles and practices appropriate to plan and implement appropriate learning experiences for children in Early Learning and Care settings. The unit will focus on exploring intentional teaching and child centred approaches to teaching and learning during a professional experience placement. Relevant national and local policies and frameworks will be scrutinised.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities

On successful completion of this unit students can: Graduate Attributes addressed

1 Plan and implement meaningful learning experiences, to industry standards, for infants, toddlers and young children within early learning settings

2 Demonstrate a developing leadership style through engagement with an organisational culture and professional learning community

3 Create and maintain collaborative relationships with families and colleagues while developing teacher professional identity, resilience and emotional wellbeing

4 Analyse and evaluate the National and State law and policy and the impact these have on early learning environments, families and children

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au

Faculty of Humanities School of Education




http://ctl.curtin.edu.au/

Students are required to attend an Early Learning Centre practicum one day a week (for 10 weeks) followed immediately by a three week block. Students are also required to attend on campus seminars throughout the semester.

This unit is available fully online and supported through Blackboard. Students are required to complete online weekly tasks on the Discussion Board and provide regular feedback to peers.

On the completion of this unit students will be able to:

1. plan and implement meaningful learning experiences, to industry standards, for infants, toddlers and young children within early learning settings.

2. demonstrate a developing leadership style through engagement with an organisational culture and professional learning community.

3. create and maintain collaborative relationships with families and colleagues while developing teacher professional identity, resilience and emotional wellbeing

4. analyse and evaluate the National and State law and policy and the impact these have on early learning environments, families and children.

Learning Resources Other resources There is no essential or recommended text for this unit. The following resources may be useful. Australian Children's Education & Care Quality Authority (ACECQA). (2012). Guide to the national

quality framework. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Paul Chapman. Community Child Care Co-operative. (2004). Help! I don't know what to do about managing staff.

Retrieved from http://www.ccccnsw.org.au/wp-content/uploads/members-help-managingstaff.pdf

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being, becoming. The early years learning framework for Australia. Barton, ACT: Commonwealth of Australia.

Department of Education, Employment and Workplace Relations (DEEWR). (2010). Educators belonging, being & becoming: Educators' guide to the early years learning framework for Australia. Canberra: Department of Education, Employment and Workplace Relations.

Department of Education, Employment and Workplace Relations (DEEWR). (2011). My time, our place framework for school age care in Australia. Barton, ACT: Commonwealth of Australia.

Driscoll, A., & Nagel, N. G. (2008). Early childhood education: birth-8 (4th ed.). Sydney: Pearson. Jalongo, M. R., & Isenberg, J. P. (2004). Exploring your role: A practitioner's introduction to early

childhood education (2nd ed.). Upper Saddle River, New Jersey: Pearson.

Kearns, K. (2014). Frameworks for learning and development (3e). South Melbourne, Victoria: Cengage Learning.

Krause, K., Bochner, S., & Duchesne, S. (2012). Educational psychology for learning and teaching (4th ed.). Australia: Thomson.

Lillas, C., & Turnbull, J. (2009). Infant/child mental health, early intervention, interdisciplinary practice. New York, NY: W.W. Norton.

Macmillan, A. (2009). Numeracy in early childhood: Shared contexts for teaching and learning. Vic. Australia: Oxford.





MacNaughton, G., & Williams, G. (2008). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.

Morrison, G. (2015). Early childhood education today (13th ed.). Upper Saddle River: Pearson. Shanker, S. G. (2012). Calm, alert and learning: Classroom strategies for self-regulation. Toronto:

Pearson. Sims, M., & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships

(2nd ed.). Castle Hills, Australia: Pademelon Press.

Assessment Assessment schedule

Detailed information on assessment tasks

1. EDEC3003 Assignment 1 Case study (30%). Due 22nd August, 2016. 11.59pm WST.

Explore Australian government policies, initiatives and legislative requirements and analyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts.

The word limit for this assessment is 1500 words (10% leeway +/-). The word limit does not include direct quotations or end text references. It does include in text references as these provide vital information to the reader.

Task:

You are being asked to examine key documents (Australian government policies, initiatives and legislative requirements) and analyse if or how you think these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts. You are expected to complete further reading and demonstrate an understanding of Early Learning Contexts, curriculum for young children and the benefits of high quality care and education.

How to write the Case Study:

Case studies are thorough, in-depth explorations of a specific subject. This case study is an analytical piece. It involves research and application of theories, concepts, and knowledge. The case study should include a description of the issues, explanation of the context and judgment about if or how Australian government policies, initiatives and legislative requirements influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts. Write in 3rd person.

Introduction l Overview of the situation and identification of key issues.

Main body l Present and analyse the issues.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Case Study 30 percent Week: 4 Day: 22nd August 2016 Time: 11.59 pm WST

4

2

ePortfolio 70 percent Week: 13 Day: 24th October 2016 Time: 11.59 pm WST

1,2,3,4

3

Professional Experience Placement (Pass/Fail) 0 percent Week: Week 3 (one day per week). Week 15-17 Block Day: TBA Time: TBA

1,2,3,4





l Draw from both literature and experience. l Support your ideas with evidence from research, studies or theories.

Conclusion l Summarise main points from the discussion.

Presentation and formatting:

l Use font 12 Arial or Times New Roman l 1.5 spacing

APA (v.6) Reference List: Make sure you use the APA (v.6) referencing format to indicate all sources of your ideas throughout the case study report. Consistent in-text references are needed to demonstrate clear links to theory.

Refer to these document -

Education and Care Services National Law, Education and Care Services National Regulations, National Quality Standard, Early Years Learning Framework.

Other readings to include -

Research and include reference to other material such as journal articles, books or quality websites that support your discussion. Submitting your Assignment:

l Header to contain: student name, student number, unit name (EDEC3003) Assessment 1 l Abstract and table of contents not required l Save file with YOUR name (last name then first) ie BROWN_Mary_12345678_EDEC3003_Assessment_1 l DON’T insert the assessment rubric.

This assessment must be submitted through Turnitin. Please do not attach a cover page or rubric as this impacts on your similarity percentage.

2. EDEC3003 Assignment 2 ePortfolio (70%). Due 24th October, 2016. 11.59pm WST.

Assignment 2 is a collection of 4 ePortfolio reflections and 4 mentoring records. Each of the 4 ePortfolio reflections includes; an ePortfolio task and reflective questions. The tasks are related to the visits to your early learning centre.

There is no word count for each ePortfolio reflection but it is expected that your Word doc. responses for each reflection will be 2-3 A4 pages with additional pages for any references. Submit your 4 ePortfolio reflections (response to the questions and the task), as one document i.e. put all the components in one Word document with the completed mentoring session records and upload.

Your reflections should include substantial evidence of pertinent further reading, links to National Law, National Regulations and National Quality Standard elements and the Early Years Learning Framework outcomes. There should be substantial evidence of reflective or critical thinking.

All reflections and responses to tasks should demonstrate significant student progress and knowledge development. Reflection should be deep, consistent, and demonstrate thoughtful consideration of multiple levels/perspectives. Each task should be thorough and extremely well executed. Ideas should be interconnected and progress logically.

There are a total of seven formal mentoring sessions conducted across the unit (during week 3, 4, 5 & 6 and 3 sessions during the block placement) - these are Professional Learning Conversations. These sessions are formal arranged conversations between the mentor and the pre-service teacher.

Attach the completed records of the first 4 sessions (conducted in week 3, 4, 5 & 6) to the Assessment 2 submission.

Here is what to include in your Assignment 2 submission (ePortfolio 1, 2, 3 & 4 all in one Word document) -

ePortfolio 1 l Situation Analysis - centre information eg children age groups, rooms, staff, local context, assessment

and rating information (if available) (1-2 pages) l Professional Learning Conversation record session 1 - completed l Topic 3. Completed ePortfolio items - responses to questions, reflections, completed tasks.

Complete the following -





Reflect- l Examine the Early Learning Centre philosophy. How is it similar or different to your own philosophy? l How does the service’s statement of philosophy guide interactions with children? l Describe some of the ways educators can support children to feel secure, confident and included.

Task - l Look at your parent information and entrance area. l What does it tell you about the place of families in your setting? l What messages does the area give families about their place in your setting? (Provide images or

drawings of the areas.)

ePortfolio 2 l Professional Learning Conversation record session 2 - completed l Topic 4. Completed ePortfolio items - responses to questions, reflections, tasks.

Complete the following - Reflect -

l What are the similarities and differences between infant and toddler programs and pre-school children programs?

l How does the style or method of planning and documentation used by your mentor capture the children's current and future learning?

l How is the learning journey for children in your centre shared with children, families and the community?

Task - l Observe one Focus child. Refer to the following: Department of Education, Employment and Workplace

Relations & Council of Australian Governments. (2010a). Early years learning framework practice based resources - developmental milestones. Canberra: Dept. of Education, Employment and Workplace Relations for the Council of Australian

Governments.


Complete the following -

Reflect -

l How do staff encourage children to extend on their physical abilities? l How does the environment encourage children to use their physical abilities?

Task - l Draw a plan of the outdoor environment (whole centre or attached to one room) and analyse in

relation to NQS Quality Area 3 - elements.


Complete the following - Reflect -

l Describe two strategies or techniques that can be use to extend and build on children’s comments and conversations?

l How should an educator approach a parent if they feel the child could benefit from some additional assistance with learning language?

Task - l Puppets can be used as a motivating tool in order to gain children’s attention or to entice children to

participate in a particular language activity. Plan and conduct a language focused experience for your focus child using puppets.

l Finger plays and action rhymes are one of the core teaching and learning tools of the skilled caregiver. Plan and conduct a numeracy focused experience for your focus child using finger plays or action rhymes.





l Evaluate and reflect on each experience.

Presentation and formatting:

l Use font 12 Arial or Times New Roman l 1.5 spacing

APA (v.6) Reference List: APA (v.6) referencing format.

IMPORTANT INFORMATION 1. All components must be submitted for you to be eligible to pass the unit. 2. If a component is missing the work submitted will not be marked. This also means that you cannot pass the unit. 3. Late submissions are permitted but marks penalties apply in accordance with the policy. 4. Detailed information about the assessment requirements is available on the Blackboard site for this unit. This includes full details of the assessment requirements, guidelines and resources, assessment rubric used to grade your submission and instructions for submitting your assessment. It is your responsibility to access and use this information.

Submitting your Assignment: l Header to contain: student name, student number, unit name (EDEC3003) Assessment 2 l Save file with YOUR name (last name then first) ie BROWN_Mary_12345678_EDEC3003_Assessment_2 l DON’T insert the assessment rubric.

This assessment must be submitted through Turnitin. Please do not attach a cover page or rubric as this impacts on your similarity percentage.

3. Professional Experience Placement (Pass/Fail). From Week 3 (one day per week). Week 15-17 Block Placement (3 weeks).

Pre-service teachers are expected to visit the Early Learning Centre once a week for 10 weeks immediately prior to a three-week block placement and be at the centre for an 8-hour day each visit, working in with centre arrangements.

Ideally, the 10 weekly visits will be on the same day of the week. Over the course of the placement the Pre-Service teacher should experience at least two openings of the centre and two closes.

The Placement Schedule (see Program Calendar) shows the focus age group or staff for each visit.

Pre-service teachers are expected to take no more than one hour off the floor for each of the 10 days they visit prior to the three-week block placement to work on assignment tasks for EDE 325. Please note that this one hour off the floor each visit should not be the lunch hour/time. There is no time allowance for preparation during the three week block. The mentor educator’s signature is required to confirm attendance each of the 10 weekly visits and each day the three-week block placement.

Pass requirements

In order to pass this unit, students must achieve a Pass grade for both the professional experience component and the coursework component. To pass the coursework component, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a fail grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 09/12/2016 and 30/12/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://students.curtin.edu.au/administration/

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Curtin School of Education Assessment Extension

The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual.

Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the Unit Coordinator or delegate (i.e., lecturer or tutor) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date.

Students will be notified of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Assessment Appeals Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or unit co-ordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format.

It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file.

If a lecturer encounters a problem with a submitted file the student will be notified and must provide a readable file within 48 hours of this notification, after which it is considered as a late submission.

Students should check their Curtin student email daily during the assessment marking period.

Student Support

Learning Centre





http://students.curtin.edu.au/administration/forms.cfm

l Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Uni English

l This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests.

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Counselling

l All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

Assignment tasks have been modified.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Study Week

Topic Focus Quality Areas

Focus

EYLF Outcomes

Focus age group/staff

Placement Information

Mentoring

Assessment Due

Prior to placement visit/s

Week 1

Begin

1st Aug

Topic 1

Setting the Scene – the Early Learning Context o Curriculum and

Policy o Legal and

Professional Requirements

o The National Quality Framework For Education and Care Services

o National Law o National

Regulations

QA 1

QA 2

QA 3

QA 4

QA 5

QA 6

QA 7

EYLF Outcomes 1,2,3,4,5

Week 2

Begin

8th Aug

Topic 2

Roles and responsibilities in the Early Learning Centre o The National

Quality Framework For Education and Care Services


Regulations o Codes of

Practice o Policies o Own

Philosophy o Assessment &

Rating Process – Overview

QA 1

QA 2

QA 3

QA 4

QA 5

QA 6

QA 7


Week Topic 3 QA 5 EYLF 0-2 years 1 day per Mentoring





3

Begin

15th Aug

The Importance of Relationships o Image of the

Child o Child

Development o Attachment

Theory/Bonding o Relationships

with Children o Partnerships

and Relationships with Families

o Parent and Carers (Barriers / Vulnerable Families)

QA 6 Outcome 1 (all day) week Session 1

Week 4

Begin

22nd Aug

Topic 4

Observing, Interpreting and Documenting Children’s Learning o Caregiving as

Curriculum - Infants and Toddlers

o Programming & Planning

o Centre Philosophy

o Observation & Documentation

o Assessment o Intentional

Teaching o Reflective

Practice – Building a Reflective Culture

o Play Based Learning

o Inclusion

QA1 EYLF Outcome 4

In the same room as the Mentor

(all day)

1 day per week

Mentoring Session 2

Assessment 1

Case Study

(30%)

Due

Monday 22nd August

2016

11.59pm WST

Week 5

29th

Tuition free week





Aug

Week 6

5th Sep

Topic 5

Environments o Programming

& Planning o Indoor

Environments o Outdoor

Environments

QA3 EYLF Outcome 3

4-5 years (all day)

1 day per week

Mentoring Session 3

Week 7

Begin

12th Sept

Topic 6

Fostering Cognitive & Language Development o Cognitive

Development o Language

Acquisition & Development

o Talking to Children

o Programming & Planning

o Numeracy and Literacy Integration

QA1

QA5

EYLF Outcome 5

4-5 years (all day)

1 day per week

Mentoring Session 4

Week 8

Begin

19th Sept

Topic 7

Transitions, Resilience and Self Regulation o Social &

Emotional Development

o Routines & Rituals

o Effective Transitions

o Building Resilience in Young Children

o Staff Rosters & Primary Caregivers

QA5

QA6

EYLF Outcome 4

Toddlers room

(all day)

1 day per week

Informal mentoring

Week 9

26th Sep

Tuition free week





Week 10

Begin

3rd Oct

Topic 8

Promoting Children’s Health and Safety o Children’s

Health and Safety

o Physical Activity For Young Children

o Nutrition o Physical Activity

Policies and Practices

o Adventurous Play

o Excursions o Mandatory

Reporting Requirements

QA2 EYLF Outcome 3

Toddlers room

(all day)

1 day per week

Informal mentoring

Week 11

Begin

10th Oct

Topic 9

Managing to Support Quality o Assessment &

Rating Process o The National

Quality Framework For Education and Care Services


Regulations o Quality

Improvement Plans and Record Keeping

o Waivers

QA 1

QA 2

QA 3

QA 4

QA 5

QA 6

QA 7



(all day)

1 day per week

Informal mentoring

Week 12

Begin

17th Oct

Topic 10

Leadership in the Early Learning Context. o Leadership

styles & Models

o Engaging educators

o Quality

QA 7 EYLF Outcomes 1,2,3,4,5


(all day)

1 day per week

Informal mentoring





Improvement Plans

o Staff guidance and direction

Week 13

Begin

24th Oct

Topic 11

Community Projects and Cultural Competency o Culture o Cultural

Competence

QA6 EYLF Outcome 2

0-2 years (all day)

1 day per week

Informal mentoring

Assessment 2

ePortfolio (70%)

Due

Monday 24th October 2016

11.59pm WST

Week 14

Begin

31st Oct

Topic 12

Reflection o Revisit/Review

Own Philosophy

QA 1

QA 2

QA 3

QA 4

QA 5

QA 6

QA 7


0-2 years (all day)

1 day per week

Informal mentoring

Week 15

Begin

7th Nov

Block Placement QA 1

QA 2

QA 3

QA 4

QA 5

QA 6

QA 7


All week -

0-2 years (all day)

3 week block

Immersion in the Centre

& Context

15 Observations (5 per week)

9 x Experience Plans

(3 per week)

3 x Mentoring sessions

Week 16

Begin

14th Nov

QA 1

QA 2

QA 3

QA 4

QA 5

QA 6

QA 7


All week -

0-2 years (all day)

Week 17

Begin

21st Nov

QA 1

QA 2

QA 3

QA 4


All week -

Same room as mentor (all day)





QA 5

QA 6

QA 7





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