In this course Early Childhood pre-service teachers extend their professional knowledge and skills through tutorials, workshops and a kindergarten placement comprising 10 day visits during the term and a 15-day block placement. Students participate in tutorials to build both theoretical and practical knowledge of the strategies that teachers use to create learning environments underpinned by responsive relationships with children and that support wellbeing, belonging, and learning. They analyse the impact of different approaches to classroom management/guiding behaviour on student learning and apply their understanding of legislation and principles that inform how educators support children to manage their own behviour and respond appropriately to the behaviour of others. Students apply knowledge gained from curriculum and early childhood courses they have studied to plan, implement, respond to and evaluate learning experiences that incorporate the principles and pedagogies outlined in Belonging, Being and Becoming: The Early Years Learning Framework for Australia (DEEWR, 2009). Students apply pedagogies that support the children's engagement with, and learning in, literacy and numeracy and they use ICTs with children to improve learning. Students monitor their professional learning through critical reflection and by selecting evidence of their practice that demonstrates focus areas of the National Professional Standards for Teachers to add to their e-portfolios.
Level | Undergraduate |
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Unit Level | 1 |
Credit Points | 6 |
Student Contribution Band | SCA Band 1 |
Fraction of Full-Time Student Load | 0.125 |
Pre-requisites or Co-requisites |
Prerequisite:- Students must have successfully completed EDFE11038, EDCU12044, & EDEC11026 to be eligible for enrolment in this course and placement in a setting for completion of the practical component. 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 |
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).
Each 6-credit Undergraduate 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 Task | Weighting |
---|---|
1. Group Work | 0% |
2. Professional Practice Placement | 0% |
3. Portfolio | 0% |
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 .
Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 32.14% response rate.
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:
Successful completion of the course " Professional Practice 2: Classroom Management - Guiding Behaviour of Young Children provides opportunities for the students to demonstrate the Australian Professional Standards for Teachers focus areas:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
2.2 Content selection and organisation
2.5 Literacy and numeracy strategies
2.6 Information and communication technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues 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
Additionally, students build understandings required by the registering body for early childhood (ACECQA - Australian Children's Education and Care Authority) including, for example, guiding behaviour and engaging young learners, curriculum approaches, teaching methods and strategies and catering to children with diverse needs, including CALD children. Content linked to Belonging, Being and Becoming: The Early Years Learning Framework for Australia (DEEWR, 2009) is examined also.
Assessment Tasks | Learning Outcomes | |||||
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1 | 2 | 3 | 4 | 5 | 6 | |
1 - Group Work | • | • | • | |||
2 - Professional Practice Placement | • | • | • | • | • | • |
3 - Portfolio | • |
Graduate Attributes | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
1 - Communication | • | • | • | • | • | |
2 - Problem Solving | • | • | • | • | ||
3 - Critical Thinking | • | • | • | • | ||
4 - Information Literacy | • | |||||
5 - Team Work | • | |||||
7 - Cross Cultural Competence | • | • | ||||
8 - Ethical practice | • | • |
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Group Work | • | • | • | • | • | • | ||||
2 - Professional Practice Placement | • | • | • | • | • | • | • | • | ||
3 - Portfolio | • | • | • | • |