ECE212 - Curriculum 3: Planning and Assessment for Teaching and Learning
Unit details
| Year: | 2022 unit information |
|---|---|
| Important Update: | This unit has an indicative number of professional experience placement days. For the most up-to-date advice regarding your placement please see here. |
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Cloud (online), CBD* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 1: Kerryn Archdall |
| Cohort rule: | Students must be enrolled in course E330, E333 or E334 |
| Prerequisite: | Students must have passed 5 credit points at level 1 including unit ECE111 and ECE112 |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. |
| Scheduled learning activities - campus: | 1 x 2-hour seminar per week. 1 x 1-hour online workshop per week |
| Scheduled learning activities - cloud: | 2 x cloud conferences per trimester |
| In-person attendance requirements: | The unit also includes a Professional Experience placement (20-days) |
Note:*Community Based Delivery (CBD) refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute
| |
Content
This unit provides a context for the student to explore the relationship between documentation, planning and assessment for learning with children aged 3-5 years. It builds on the students' existing experience and knowledge of young children to support the development of responsive and respectful pedagogies that respect the child as an individual and support children as confident and involved learners.
The unit will critique contemporary theoretical perspectives and curriculum approaches influencing early childhood pedagogy and practice both in Australia and globally, with a focus on child-centred practice as a context for learning. Students will continue to construct understandings about developing effective relationships and successful teaching interactions with children.
They will also continue to develop teaching practices that promote children’s inquiry, thinking and problem-solving skills to become confident and competent learners within their own cultural contexts, and develop their capacity to design and assess dynamic and challenging learning environments for both individual and groups to achieve optimum learning outcomes.
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Critically analyse and discuss their own teaching and learning practices with young children, with consideration of their own approaches curriculum design, assessment and teaching pedagogies. | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
| ULO2 | Make interpretations and set professional learning goals through the analyse of reflections, feedback and professional practice documentation | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
| ULO3 | Explain and evaluate AITSL standards for graduate teachers by identifying their relevance to themselves and the early childhood teaching community | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy |
| ULO4 | Create a program planning philosophy that constitutes contemporary teaching and learning discourses, educational legislation and curriculum frameworks | GLO1: Discipline-specific knowledge and capabilities |
| ULO5 | Apply knowledge of curriculum, policy and regulation required of teachers into their professional practice, including assessment and interpretation of children’s learning, lesson planning and a range of teaching practices | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
These Unit Learning Outcomes are applicable for all teaching periods throughout the year
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1 - Program planning Philosophy | 2000 words or equivalent | 50% | Week 7 |
| Assessment 2 - Placement Experience Report (Placement Artefacts and Placement Evaluation) | 2000 words or equivalent | 50% | Information not yet available |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Hurdle requirement
| Brief summary of assessment tasks and hurdle requirement | Rationale | Deakin Graduate Learning Outcomes |
|---|---|---|
| Assessing the Professional experience for students enrolled in School of Education courses, the professional experience component is assessed primarily by the class-based teacher who advises the Unit Chair. Satisfactory completion of the Professional Experience component is compulsory in order for the student to progress. (20-days) | Successful completion of practical teaching experience is a requirement of the Victorian Institute of Teaching and ACECQA. ECE212 has a professional experience component of 20 days embedded and as such, the academic tasks and practical teaching knowledge and competencies must be successfully completed in order to pass this unit. If students do not pass either the practicum or assessment parts of this unit, the entire unit, including placement will need to be repeated. | ULO 1 ULO 2 ULO 4 ULO 5 |
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link ECE212
Note: Select the relevant trimester reading list.
Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
Click on the fee link below which describes you: