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

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

All University policies are available on the Policy web site, however you may wish to directly view the following policies below.

This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .

No previous feedback available

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.

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

1. Reflect critically on the importance of leadership in responding to new and emerging policy expectations for quality early childhood education and care
2. Construct responses to the challenges and dilemmas of early childhood practice to lead professional learning for colleagues
3. Explicate and justify approaches to leadership that create shared understandings of practices that support the wellbeing, safety and learning of children from diverse backgrounds
4. Interpret policy and research to explain the impact of culture, cultural identity and linguistic background on the participation and learning trajectories of children from Aboriginal and Torres Strait Islander and culturally diverse backgrounds
5. Design professional learning that fosters inquiry and reflection on practice and models approaches to demonstrating cultural competence in early childhood contexts
6. Identify sources of learning and engagement with families, external professionals and community representatives that expand teachers’ professional knowledge and advocacy for young children and their families

Learning outcomes and assessment in this unit provide opportunities for students to engage with content and practices in the Australian Professional Standards for Teachers (Graduate Stage) focus areas of:

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

3.7 Engage parents/carers in the educative process

4.1 Support student participation

4.4 Maintain student safety

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities.

• Assessment Tasks to Learning Outcomes
• Graduate Attributes to Learning Outcomes
• Assessment Tasks to Graduate Attributes