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EDEC28008 - Creating a Supportive Learning Environment

General Information

Unit Synopsis

In this unit, you will extend your professional knowledge and skills through tutorials and a 30 day placement (inclusive of 5 single days) with children in the year prior to commencing school. You will participate in tutorials to build both theoretical and practical knowledge of the strategies that teachers use to create positive learning environments. Drawing on a body of research, including neuroscience, you will examine strategies to support young children to manage their behaviour and respond appropriately to the behaviour of others. Pedagogies that support children's engagement with and learning in STEM and physical and health education will be implemented during the professional placement. Through critical reflection, you will monitor your professional learning and the strategies that were used to guide children’s behaviour and create a safe and supportive learning environment for all children. You will apply an ethical decision-making framework to examine an incident/s and explore or defend the ethical and professional reasoning underpinning your actions or those you observed in this situation.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 2 - 2025 Profile
Mixed Mode

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Professional Practice Placement 0%
3. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Plan developmentally appropriate experiences that promote physical activity, play, the acquisition of fundamental movement skills, positive attitudes to physical activity and health and the safety of children
  2. Use system and/or centre policies and knowledge of strategies for creating safe supportive learning environments and guiding behaviour to plan proactively for learning
  3. Select strategies that facilitate positive interactions, promote wellbeing, belonging and learning and facilitate the continuation of centre routines
  4. Plan and implement learning experiences including experiences that support children's engagement with STEM and that promote the engagement and participation of the full range of learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds
  5. Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain and develop classroom relationships and engaged learning
  6. Demonstrate professional responsibility through adherence to placement guidelines, codes of conduct, codes of ethics and legislative, administrative and organisational policies and processes for teachers at the professional experience site
  7. Critically reflect on enacted practices for guiding children’s behaviour and creating a safe and supportive learning environment for all children and justify choices with links to the Code of Ethics for Early childhood
  8. Analyse professional practice to make professional reasoning explicit and ethically defensible.

This unit contributes to meeting the curriculum content requirements outlined by the Australian Children's Education & Care Quality Authority (ACECQA).

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Written Assessment • •
2 - Professional Practice Placement • • • • •
3 - Written Assessment • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1 - Knowledge • • • • • • •
3 - Cognitive, technical and creative skills • • • • • • •
4 - Research • • • •
5 - Self-management •
6 - Ethical and Professional Responsibility • • • •
8 - Aboriginal and Torres Strait Islander Cultures •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8