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 final early childhood field studies unit provides a means of transition from the role of tertiary student to that of professional early childhood educator who is able to work across diverse settings. This unit will focus explicitly on the practical and pragmatic knowledges required to manage everyday learning environments. The off-campus component of the unit comprises a twenty-day continuous field experience placement in an early childhood educational setting working with children aged from birth to eight years. This unit builds on and connects all of your prior university experiences through the on campus component and your experience in an early years education setting.


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 provide a means of transition from the role of the tertiary student to that of a professional early childhood practitioner who is able to work across diverse settings. In addition to building your capacity to plan, conduct and assess a complete teaching program, you will demonstrate your understanding of ethical, legal and professional practices.

Objectives

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

1. Demonstrate teaching abilities, knowledge and skills and professional characteristics at a standard appropriate for a pre-service early chidldhood teacher [QCT Standard 1,2,5 & 7.]
2. Describe a personal approach to teaching derived from your understandings of children and from reflection on a broad range of teaching theories, practices and strategies [QCT Standard 10.]
3. Demonstrate understanding of the variety of roles, relationships and responsibilities undertaken by early childhood educators in a range of settings including advocacy for quality early childhood programs and ongoing professional renewal [QCT Standard 10.]

Content

The unit includes the following topics:

• understanding of the contemporary context in which teachers operate including national and state intiatives, professional development requirements, social and cultural contexts, and curriculum prerequisites


• monitoring your personal professional growth, beginning teacher practices and pedagogies to maximise your preparedness for teaching


• managing and assessing complex, everyday learning situations across early years contexts


• working with a range of adults in early years settings (parents, colleagues, school and support staff, administration people and others)

Approaches to Teaching and Learning

Field experience: Participation in an early years educational setting (20 days) with responsiblility for no less that 10 full teaching days supported by a teacher in the field.

Conference: This unit is presented in a 3-day conference making use of professional and community expertise through a combination of guest lectures and speakers, seminars and breakout workshops for internal students. Lectures and materials will be available online for external students.

Assessment

Assessment in this unit is both formative and summative. Formative assessment is provided through feedback in tutorial sessions and through online discussion via the Blackboard site for this unit. There are two items of summative assessment.

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.

This is a designated unit. If you do not achieve a grade of Satisfactory you will have your progress in the course reviewed. Failure to pass a designated unit may result in exclusion from the course.Students will receive individual written feedback with each of their assessment items and general feedback will be provided to the whole student cohort via the Blackboard site.

Assessment name: Demonstration (Field Exp)
Description: Description: 20 days of supervised field experience in an early childhood educational setting.
Weighting: The field experience component is graded on a Satisfactory/Unsatisfactory basis.
Relates to objectives: 1, 2, 3 & 4
Internal or external: Both
Group or individual: Individual
Due date: Final Week-Field Exp

Assessment name: Professional Plans
Description: Description: A plan that identifies, substantiates and addresses teaching issues and strategies to develop aspects of your teaching.
Length: 1000 - 1500 words
Relates to objectives: 1, 2, 3 & 4
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

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

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4^th ed.). Southbank, VIC: Thomson.

Charles, C. M., & Senter, G. W. (2005). Elementary classroom management. (4^th ed.). MA: Boston: Pearson.

MacNaughton, G., & Williams, G. (2008). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). French's Forest, NSW: Pearson Prenctice Hall.

Marsh, C. (2008). Becoming a teacher: Knowledge, skills and issues. (4^th ed.). French's Forest, NSW: Pearson Education.

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching, teaching for learning. Victoria: Cengage Learning Australia

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