Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit focuses on your professional development as an educator, and reinforces the twin themes of teacher as researcher, and teacher as reflective practitioner. It provides the second set of teaching experiences, in a graduated sequence over the course of your Bachelor of Education. In these units you develop the ability to plan, implement and evaluate effective teaching/learning programs in a wide range of settings for children aged from birth to eight years. This requires an understanding of learner needs, curriculum knowledge, procedures for creating supportive classroom environments, and sensitivity to socio-cultural contexts. This unit focuses upon teaching in the lower primary school.

It is designed to be taken in conjunction with EDB003 Teaching and Learning Studies 3. The major aim is the integration of the theory and research explored in these units, with the practical educational experiences provided in the field.

Designated Unit
This is a designated unit. Designated units are field experience units deemed to be critical to progress in your course. At the end of each semester, if you fail to achieve a satisfactory level of performance in a designated unit you may be eligible for a period of probation or exclusion.

Aims

The aim of this unit is to focus upon program planning and implementation in settings for children in lower primary settings, building on the previous unit and associated experiences. You will focus on teaching in lower primary school classrooms, with an emphasis upon the development of knowledge of relevant policies and resources in curriculum provision. An emphasis will be placed on understanding early childhood approaches to curriculum, and assisting children in their development of skills and knowledge. Guiding children's learning and behaviours in classrooms will also be addressed.

Objectives

On completion of this unit, you should be able to:

1. Demonstrate personal and professional skills and knowledge in working collaboratively with children, parents, host teachers, university peers, university personnel and other professionals. [QCT Standard Eight; QCT Standard Nine; QCT Standard Ten]

2. Make links between the research and theoretical literature on learning and development with practical applications of teaching and learning in lower primary classrooms and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard One; QCT Standard Two]

3. Develop, explain and implement teaching practices and strategies, program planning and classroom management strategies suitable for five to eight year olds. [QCT Standard One; QCT Standard Two; QCT Standard Five]

4. Demonstrate an awareness of how to create supportive learning environments for a range of learner needs and individual styles including higher level thinking and learning. [QCT Standard One; QCT Standard Four; QCT Standard Seven]

5. Understand the diversity and complexity of the role of the early childhood teacher and the importance of an early childhood philosophy in lower primary classrooms. [QCT Standard Nine; QCT Standard Ten]

6. Evaluate, reflect upon and improve your own teaching and learning. [QCT Standard Ten]

Content

This unit will cover the following topics:

The culture of schools
In this module you will explore the nature of primary schools and reflect upon the importance of an early childhood philosophy in this context. Planning cycles, from overviews to daily sessions, will be explored and a comprehensive working knowledge of syllabus documents will be gained. Students will be required to plan both individual lessons and whole units. Evaluation and assessment in school settings will also be highlighted.

Creating Supportive Learning Environments
In this module you will be focusing upon your impending field experience in the primary school setting. Content will include behaviour management, productive pedagogies, effective communication, authentic partnerships and the importance of ethics. You will focus upon creating a flexible and supportive environment that is inclusive of all children.

Field experience in the lower primary setting
The first part of the four week field study period provides an opportunity to investigate practical applications of the theory and research presented. You will be required to observe both the individual characteristics of learners and the nature of the teaching practices employed. In addition, you will gradually be introduced to the dynamics of teaching through work with individual students and small groups.
In the second part of the four week field study period there will be particular emphasis on investigating classroom procedures for creating supportive learning environments. In addition, there will be further development of teaching capabilities, through gradual movement from working with small groups to teaching episodes involving the whole class. All planning, implementation, and evaluation of` teaching events will be conducted in consultation with the supervising teacher.

Reflection and analysis of work in the field
In this module students will have ample opportunity to reflect upon their field experiences and analyse their learnings. It is important throughout this module that students are reflecting upon their personal philosophy of early childhood education and its place in the primary school setting.

Approaches to Teaching and Learning

Content presented in the lectures, tutorials, study guide and readings is integrated and focused on preparing you for your field studies placement and the items of assessment being progressively completed. Your learning is also facilitated online resources including readings, notices, and discussion forum. Consultation times are scheduled for internal and external students. Your learning will be enhanced by weekly reading as specified in the unit material.

You will spend twenty (20) continuous days in a lower primary school setting catering for children aged 5-8 years. The placement is organised by the University and may be undertaken in pairs (two students working collaboratively with one host teacher). A University liaison academic will be involved with you and your host teacher during the 20-day block.

Assessment

Formative assessment will be provided through multiple opportunities for reflection, discussion and feedback, both in school and university. Summative learning experiences within this unit will be in two parts as outlined below.

You are required to complete both assessment items 1 and 2 satisfactorily, in order to gain an overall passing grade for this unit. If you do not successfully complete all assessment items you will be required to repeat the whole unit including the 20 days field experience.

Assessment name: Portfolio Task
Description: You are required to develop a Field Experience portfolio that contains representations of your work during FE, and which demonstrates growth and understanding of the unit criteria. The portfolio will be presented to the Lecturer in small tutorial groups as part of the assessment.
Weighting: Satisfactory or unsatisfactory
Length: 3000 words or equivalent.
Relates to objectives: 1 - 5
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Assessment name: Demonstration
Description: 20 days of supervised field experience in an educational setting.
Field experience is graded on a Satisfactory/Unsatisfactory basis. You are required to meet all outcomes of the field experience satisfactorily, in order to gain an overall passing grade for this unit.
Due: Final day of field experience placement.
Relates to objectives: 1 - 6
Internal or external: Internal
Group or individual: Individual
Due date: Final day Field Ex

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts
There is no set text for this unit.

References
Arthur, L., Beecher, B., Dockett, S. & Death, E. (2008). Programming and planning in early childhood settings. (4^th ed.). Sydney: Harcourt Brace.

Bickart, T. S., Jablon, J. R. & Dodge, D.T. (2001). Building the primary classroom: A handbook for teacher educators. WA: Teaching Strategies, Inc.

Briggs, F. & Potter, G. (1999). The early years of school: Teaching and learning. Melbourne: Addison Wesley Longman.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed). Sydney: Longman.

Perry, R., & Irwin, L. (2000). Playing with curriculum: Strategies and benefits. Brisbane: Queensland University of Technology.

Risk assessment statement

There are no out of the ordinary risks associated with the general conduct of this unit. Whilst undertaking your field experience you will be required to abide by the workplace health and safety policies and procedures of your placement setting. Workplace health and safety protocols in relation to computer use will apply.

Criminal History Check - working with children
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a field experience in Queensland will require a valid suitability card or blue card that has been registered with QUT before they can commence their placement. Please refer to http://www.studentservices.qut.edu.au/enrol/course/spec_req/bluecard.jsp

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 30-Oct-2012