Education (Early Childhood)

Education (Early Childhood)

Candidates must complete 192 credit points of units of study comprising:

Year 1

In the first year, candidates must complete 48 credit points of units of study, comprising:
(i) 12 credit points of Education One units;
(ii) 24 credit points of Curriculum and Professional Studies units; and
(iii) 12 credit points of 1000-level units of study, chosen from Arts and Social Sciences Table A or Table B or Science Table 1 or Section 2 of the Business School Table;

Education One Units

EDUF1018 Education, Teachers and Teaching

Credit points: 6 Session: Semester 1 Classes: 36 hours face-to-face, 1x1-hr mentoring seminar/wk for 4 wks Prohibitions: EDUF1011 Assessment: 2000wd critical reflections on lectures (40%), 1800wd essay (40%), seminar presentation (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is the first of five units that make up the program of Education Studies. This program is the core curriculum for students enrolled in initial teacher education courses. Units within this program are also of relevance to students enrolled in other courses. This first unit provides an introduction to key issues in education, including: the complexity of teachers' work, the contested nature of knowledge, and the multiple ways that formal learning functions in society. Equity and social justice are key themes that are examined by drawing upon concepts derived from the sociology of education, cultural studies, curriculum theory, and educational research. In the first four weeks, students participate in a peer-mentoring program conducted by senior students. At the conclusion of the unit students should have developed and demonstrated a critical understanding of education, teachers and teaching.
EDUF1019 Human Development and Education

Credit points: 6 Session: Semester 2 Classes: 2x1-hr lectures/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prohibitions: EDUF1012 Assessment: (all parts compulsory) 30min seminar presentation (30%) and 2000wd reflective report (30%) and 2400wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit EDUF1019, which is the second part of Education I, introduces students to the study of human development, including a critical overview of current theory, research and practice in human development, with particular emphasis on the development of early childhood through to adolescence. A core assumption of the unit is that the study of human development is inter-disciplinary, and that developmental theories, past and present, are open to question and debate. Students are therefore encouraged to engage in this study with critical and creative minds. The content of the Unit focuses on the processes and products of human development, related to neurobiological, cognitive, emotional, social, cultural, and language development. The classical theories are considered and examined in the light of contemporary theory and research. The seminar programme of the Unit is concerned with the teaching of values in schools and early childhood education settings, including the creation of values-based learning environments, and with each participant's development as a human self, focusing in particular on the development of participants' professional skills and personal values.

Curriculum and Professional Studies Units

EDEC1005 Introduction to EC Education

Credit points: 6 Session: Semester 1 Classes: 1x1-hr lecture/week, 1x2-hr tutorial/week over 12 weeks Assessment: 2000wd essay (30%), 2000wd professional development journal (35%), 2hr open book test (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit provides students with a critical introduction to early childhood education as a discipline and as a profession in contemporary Australia. Students will explore the historical and socio-political influences that have shaped the development and provision of early childhood education in Australia, and critically examine theoretical, ethical and social justice underpinnings of early childhood policy and practice. In addition to developing a foundational understanding of their role as a teacher of children aged birth to five years, students will explore how this role extends beyond the classroom, requiring the development of authentic, supportive partnerships with families and collaborations with community networks. Students will become familiar with legal and ethical accountabilities, and critically consider their own development as a professional early childhood teacher. Students' successful transition to university will also be supported through a focus on images of children and childhoods and associated academic literacy tasks.
EDEC1006 Learning through Play in Early Childhood

Credit points: 6 Session: Semester 1 Classes: 1x1-hr lecture/week, 1x2-hr tutorial/week over 12 weeks Prohibitions: EDEC1004 Assessment: 2000wd online postings (40%), 1500wd report (30%), 75min exam (30%). Mode of delivery: Normal (lecture/lab/tutorial) day
An in-depth knowledge and understanding of the nature, context and role of play in the lives of children from birth to five years is essential for early childhood teachers. This unit enables students to develop knowledge of children's play, and skills in observing, guiding and supporting young children as they develop and learn through play. Students will recognise every child's right to play and become advocates for the value of play in early childhood. They will be introduced to a range of traditional and contemporary theories of play and play-based pedagogy and will apply these to examples of early childhood practice. Students will develop awareness of the relevance of social, cultural and physical contexts for children's play and begin to explore their role as early childhood teachers in supporting children's play.
EDEC1007 Health and Wellbeing in Early Childhood

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/week,1x2-hr tutorial/week over 12 weeks Prerequisites: 18 credit points Assessment: 2000 wd professional development journal (30%), 2000 wd equivalent group presentation (30%), 2000 wd open book test (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study explores the promotion of infants', toddlers' and preschoolers' health and wellbeing in early childhood education settings. Legislative requirements, multiple theoretical perspectives, current research, and the positioning of early childhood teachers as autonomous and ethical professionals will be used to critically consider issues such as immunisation, childhood obesity, the provision of 'safe' early learning environments, nutrition, child protection and infection control. Consideration will be given to supporting children's health and wellbeing in ways that promote the rights, needs and best interests of young children and their families. Upholding duty of care in the context of 'risk society' and families' diverse values, beliefs and cultural practices will also be critically explored.
EDEC1008 History and Philosophy of ECE

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/week, 1x2-hr tutorial/week for 12 weeks Prerequisites: 18 Credit points Assessment: 1000wd group work presentation (20%), 2500wd essay (40%), 2hr exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The unit provides a foundational overview of the theoretical perspectives that have contributed to the history and philosophy of early childhood education. It examines philosophies, theories and theorists over time that have helped shape views about children and children's learning, curriculum development and the role of the teacher. The unit will enable students to recognise the importance of philosophy in early childhood education as they read research and engage with philosophical ideas. Students will also begin to develop a broad knowledge of curriculum approaches, including Froebel, Montessori, Steiner and Reggio Emilia that are implemented across Australia in contemporary early childhood settings.

Year 2

In the second year, candidates must complete 48 credit points of units of study, comprising:
(i) 12 credit points of Education Two units;
(ii) 36 credit points of Curriculum and Professional Studies units

Education Two Units

EDUF2006 Educational Psychology

Credit points: 6 Session: Semester 1 Classes: 1x2-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: 3 concept map quizzes (20%), 2000wd essay (40%), 1500wd per member group report (30%) with peer evaluations (10%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is the first part of Education II. Its aim is to provide a general introduction to educational psychology, surveying a range of individual and social influences on learning This unit plays an important role in supporting later teaching and curriculum studies in the Bachelor of Education degree. At the end of this unit of study, students will have made substantial progress towards understanding the utility of research in psychology for educators. They will have the capacity to describe learning and teaching activities in terms of their psychological efficacy, especially as it relates to young people. Similarly they will have been introduced to the theory and practice of assessment and evaluation in educational settings, and the impact of assessment on learning and motivation. They will have had training in two Department of Education and Community policies, Good Discipline and Effective Learning, and Student Welfare.
EDUF2007 Social Perspectives on Education

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/wk for 12wks, 1x2-hr workshop/wk for 12wks Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: presentation (25%), critical policy analysis (25%), summative project (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is part of the Education I-IV program which provides students with a foundation in the social scientific study of education. The aim of this unit is to critically examine the social, political and economic contexts of education. Key issues concerning difference and inequality in education are explored through sociological and historical approaches. These include social class, gender and cultural diversity in education, as well as the schooling market, school systems, and globalisation. At the end of this unit of study, students should have the capacity to discuss the impact of a range of educational practices and policies on schools, students and families. Similarly, students will be familiar with broad movements in contemporary educational reform and their association with national and global economic change. As a result of working on a substantial project students will develop a range of analytical skills. Through policy analysis tasks and workshop activities, students will be familiar with NSW Department of Education and Communities policies and procedures relating to gender, Indigenous education, and cultural diversity.

Curriculum and Professional Studies Units

EDEC2005 Ethics and Social Justice in ECE

Credit points: 6 Session: Semester 1 Prerequisites: 42 credit points including EDEC1005 and EDEC1007 and EDUF1019 Prohibitions: EDEC3001 Assessment: 2000wd professional development journal (30%), 2000wd essay (35%), 2000wd equivalent group work presentation (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
Early childhood education (ECE) has long been heralded as an entry point for social justice goals such as equality, inclusion, innovation, sustainability, citizenship,democracy and socio-political cohesion. For ECE to support any of these goals it must also be valued as an ethical and political (as opposed to simply a technical) praxis. Using critical pedagogy theory this unit invites students as pre-service teachers to recognise, value and engage with social justice education, particularly in the early years where young children learn to either internalise and/or naturalise the status quo, or conversely, learn to think critically and/or to challenge dominant discourses and inequitable relations of power. The unit provides students with conceptual and practical tools to work with young children, their families and colleagues to foster socially just, inclusive and ethically engaged early childhood environments.
EDEC2006 Language and Communication in EC

Credit points: 6 Session: Semester 1 Classes: 1x1hr lecture/wk and 1x2hr seminar/wk for 12 weeks Prerequisites: 42 credit points including EDUF1019 and EDEC1005 and EDEC1006 Prohibitions: EDEC2004 Assessment: 2000wd portfolio (30%), 2000wd report of transcript analysis (30%), 2000wd equivalent case study presentation and poster (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The ability to communicate effectively in a range of different contexts and for different purposes is central to children's life chances. This unit of study enables students to begin to develop understandings, knowledge and skills about the language development of young children. It will provide key ideas about how young children begin to make meaning from the moment they are born as they learn to talk, listen and interact with those around them. Through lectures, readings, and other activities, the theoretical ideas and practical knowledge required to guide young children's learning of language and emergent literacy practices are examined. Students will learn how to listen carefully to young children's language and analyse their development intelligently. Making a difference for those children who experience additional language and literacy needs will also be introduced and the role of the teacher in addressing children's atypical language development will be considered. The unit also emphasises the centrality of providing rich language arts experiences including quality literary texts in early childhood settings. The intersections between play and language development are carefully explored. Pre-service early childhood teachers are encouraged to further develop their own interest in language and literature, and to reflect on how they can partner with parents and caregivers to help children learn through and about language.
EDEC2007 Science and Technology in the Early Years

Credit points: 6 Session: Semester 1 Classes: 1x1hr lecture/wk and 1x2hr workshop/wk for 12 weeks Prerequisites: 42 credit points including EDUF1019 and EDEC1005 and EDEC1006 Prohibitions: EDEC3005 Assessment: 1500wd report (30%), 3500wd portfolio (50%), 1000wd professional development journal (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
Infants, toddlers and young children are naturally curious about the world around them; questioning, making assumptions and conducting experiments through to determine how things work. A major aim of the unit will be to develop in students the skills and confidence to plan, implement and evaluate children's science learning experiences in play-based contexts. This unit will assist students to help infants, toddlers and young children gain a foundational understanding of scientific concepts and technology as part of their everyday world. Understanding the importance of care and sustainability of the environment should begin at an early age. Students will consider strategies to foster environmental awareness in young children to promote lifelong care attitudes. Students will be encouraged to examine their own scientific experiences, conceptions, and knowlege as means to better understand the emerging scientific conceptions of young children.
EDEC2008 Professional Communication

Credit points: 6 Session: Semester 2 Classes: 1x1hr lecture/wk and 1x2hr workshop/wk over 11 weeks Prerequisites: 66 credit points including EDEC2006 and EDEC2005 Assessment: 1500wd other (interpersonal skills in action) (40%)and 2000wd essay (30%) and 2500wd equivalent peer teaching (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
Quality early childhood education requires teachers to develop strong relationships with children, families, colleagues, and professional and community stakeholders. Integral to the building and maintaining of such relationships is effective interpersonal and workplace communication. Communicating with others, and with a diversity of individuals and groups within and external to the early childhood setting, requires proficiency in skills that include active listening, showing empathy, interviewing, managing conflict, managing change, and working in teams. The unit's focus on developing these skills within a theorising of professional, workplace and inter-personal communication will support students' capacity to practice as intentional and effective communicators in complex and dynamic teaching environments.
EDEC2009 Creative Arts in Early Childhood 1

Credit points: 6 Session: Semester 2 Classes: 1x1hr lecture/wk and 12x2hr workshop/wk for 12 weeks Prerequisites: 72 Credit points including EDEC2006 and EDEC2007 Prohibitions: EDEC2001 Assessment: 2000wd online postings (30%), 1500wd portfolio (30%), 2500wd unit of work (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit aims to develop students' understanding of the role of the Creative Arts in the lives, learning and development of young children. Students will develop understandings of the elements and principles of Visual Arts, Drama, Music and Dance as relevant to young children's playful artistic explorations. Students will develop their understanding of the early childhood teacher's role in planning, implementation evaluating play-based learning environments that support children's meaning making through Creative Arts. They will also gain skills in the development of early childhood Creative Arts curriculum using the Early Years Learning Framework.
EDEC2010 EC Professional Experience 1

Credit points: 6 Session: Semester 2 Classes: 1 x 1 hr lecture/wk and 1 x 2 hr tutorial/wk for 9 weeks, 1 x 3 hr seminar/wk for 2 weeks, 1 day lead-up visit, 20 day professional experience Prerequisites: 72 Credit points including EDEC2006 and EDEC2007 Corequisites: EDEC2008 Prohibitions: EDEC2002 Assessment: 1000wd resource folder, satisfactory professional practice, 3000wd equivalent teaching portfolio, attendance Mode of delivery: Professional practice
This unit is the first of four professional experience units that provides opportunities for students to gain teaching experience in early childhood education settings. The unit aims to introduce students to the role of the teacher in an early childhood setting. Students will begin to develop fundamental skills in observation and planning for children 3-5years, and will be introduced to general early childhood teaching techniques. Students will also be introduced to the Australian Early Childhood Curriculum - the Early Years Learning Framework and will become familiar with play and learning resources appropriate for preschoolers. The 20 day professional experience placement within this unit provides opportunities for students to begin to develop skills in planning curriculum and interacting respectfully and professionally with three to five year old children, in addition to becoming orientated into the functioning of an early childhood setting.

Year 3

In the third year, candidates must complete 48 credit points of units of study, comprising:
(i) 48 credit points of Curriculum and Professional Studies units.
Please note, candidates must complete EDUF3031 in semester 1.

Curriculum and Professional Studies Units

EDEC3003 Mathematics in Early Childhood

Credit points: 6 Session: Semester 1 Classes: 1x1-hr seminar/wk for 12 wks, 1x2-hr workshop/wk for 12 wks Prerequisites: 90 credit points including EDEC2002 OR EDEC2010 Assessment: 1500wd critical reflection (25%) and 2000wd report (30%) and 1500wd analysis with presentation (45%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study supports students' developing knowledge, skills and understanding of the cognitive development of infants, toddlers and young children and in particular the way understandings about number, patterns, measurement, spatial awareness and other mathematical concepts are supported in the early childhood context.
EDEC3007 Infant-toddler learning and development

Credit points: 6 Session: Semester 1 Classes: 12x1hr lecture/week, 12x1hr tutorial/week. Prerequisites: 84 credit points including EDEC1006, EDUF1019, EDEC1007 and EDEC2006 Assessment: 1x2000wd equivalent In-class exam (30%), 1x2000wd Annotated bibliohgraphy (40%), 1x2000wd equivalent Tutorial presentation (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
The aim of this unit is to provide students with a thorough and critical working knowledge of current research, theory and issues in child development for children from birth to three years of life. The cognitive, social/emotional, language and motor/physical development of children aged birth-3 years is explored. This unit views infants and toddlers as capable and resourceful, pre-disposed to form relationships and ready and enthusiastic to learn.
EDEC3008 Professional experience 2

Credit points: 6 Session: Semester 1 Classes: 11x1hr lecture/week and 11x2-hr tutorial/week, 1-day lead-up visit, 20-day professional practice Prerequisites: 84 credit points, including EDEC1006, EDUF1019, EDEC1007, EDEC 2006, EDEC2007, EDEC2009 Corequisites: EDEC3007 Infant-toddler Learning and Development, EDEC3003 Mathematics in Early Childhood Assessment: 20 daysx4000wd equivalent Professional experience, 1x1000wd equivalent Pre-prac folder, 1x1000wd equivalent Teacher resource presentation Mode of delivery: Normal (lecture/lab/tutorial) day
This is the second of four Professional Experience units in the Bachelor of Education (Early Childhood). This unit focuses on the education and care of infants and toddlers, and includes a 20 day professional experience placement (plus one day lead up visit) undertaken in a dedicated classroom with children birth-2 years of age. The unit aims to build students' knowledge and skills in observing and documenting the development of infants and toddlers across all developmental domains, and preparing quality learning experiences and curriculum designed to meet caregiving and learning outcomes for infants and toddlers, in partnership with their families. Sensitivity to children's and families' unique cultural, linguistic, community and social characteristics will be considered and students will be expected to incorporate an understanding of these into their work with this age group. As students will have completed units on Play and curriculum (i. e. Language, Mathematics, Science and Creative Arts) they will be expected to demonstrate how the learning of infants and toddlers can be enhanced through play-based experiences in these areas.
EDEC3009 Creative Arts in Early Childhood 2

Credit points: 6 Session: Semester 2 Classes: 36 hours seminars and practical workshops, 1 x 3 hours per week Prerequisites: EDEC2009 Creative Arts in Early Childhood 1 Assessment: 1x3000wd Creative major work (50%), 1x1000wd equivalent Performance (25%), 1x2000wd Research gathering (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
Children are innately creative and artistic in their play; therefore creative arts are central to early childhood education. This unit aims to extend and deepen students' knowledge of early childhood arts education and their confidence and skills as arts educators, with a particular focus on exploring young children's creativity across the Arts and on developing their own creativity as early childhood arts teachers. It builds on foundational knowledge gained in EDEC2009.
EDEC3010 Leading and managing quality EC services

Credit points: 6 Session: Semester 2 Classes: 12x1hr lecture/wk, 12x2hr tutorial/wk Prerequisites: 108 credit points Corequisites: EDEC3011 Assessment: 1x2000wd equivalent Open book test (40%), 1x1500wd equivalent Peer teaching (20%), 1x2500wd Essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Critical to a service's provision of quality early childhood education is effective management and strong leadership of the service and its pedagogy. To develop as effective leaders and managers, students will explore the differences between these roles, and theoretical approaches to leadership in the context of early childhood education. Students will be challenged and supported to critically reflect on what it means to provide quality early childhood education, and encouraged to develop a vision and philosophy that will drive their practice as a leader, manager, and teacher. In light of this vision and philosophy, and in the context of mixed-market provisioning, students will critically consider their legal and professional accountabilities as employees and employers, with particular attention paid to the National Quality Framework.
EDEC3011 Professional Experience in Early Childhood 3

Credit points: 6 Session: Semester 2 Classes: 1 x 3 hour seminar/week, 20 day Professional Experience placement plus pre-placement visit of 7 hours (1 day) Prerequisites: 108 credit points including EDEC1006, EDUF1019, EDEC2006, EDEC2002, (EDEC3008 or EDEC3006). Corequisites: EDEC3010 Assessment: Attendance (P/F) (0%), 1x Assessment of PE placement (P/F) (0%), 1 x Professional teaching portfolio (0%), 1 x 750wd Teaching philosophy (P/F) (0%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit focus is placed on students taking greater responsibility for planning within an early childhood care environment. Students will deepen their critical thinking as reflective practitioners, and work towards developing their own professional philosophy as an early childhood teacher. Students will further refine their skills in pedagogical documentation and the use of specialist teaching techniques. To build students' understanding of the management and leadership roles and responsibilities undertaken in early childhood settings, in conjunction with EDEC3XXX Leading and Managing Quality EC Services students will also spend one day of this Professional Experience shadowing the centre director.
EDUF3031 Positive Approaches to Special Education

Credit points: 6 Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr workshop/wk for 6 wks, 20-hrs fieldwork placement Prerequisites: 96 credit points of units Assessment: 4000wd fieldwork report (40%) and 650wd tutorial presentation (20%) and 800wd professional statement (30%) and 2x250wd reflective commentary quiz (2x5%). All assessment tasks need to be submitted in order to pass the unit of study; active participation in tutorial presentation is required. Mode of delivery: Normal (lecture/lab/tutorial) day
This unit addresses issues relating to the education of children and students with special education needs. They include the impact of the philosophy and principles of inclusive education and current legislation; universal design for learning; evidence-based approaches to curriculum design, teaching and learning practices for students with special education needs; and collaboration in schools. A specific focus is given to supporting students with challenging behaviours in a range of settings.
EDUF4044 Reading and Applying Educational Research

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lectures/wk for 9 wks, 1x2-hr workshop/wk for 9 wks, 1x1-hr online activities/wk for 9 wks Prerequisites: 96 credit points of units, including (EDUF2006 and EDUF2007) Assessment: Group presentation (30%; 1500wd equivalent); Report (30%; 1500wd); Classroom Inquiry Project Plan (40%; 3000wd) Mode of delivery: Normal (lecture/lab/tutorial) day
Teachers use and engage in research in a range of different ways with the aim of informing and improving their practice, from using reseach done by others to inform their decision making, to conducting classroom-based inquiry as professional learning and development. This unit of study is designed to equip you with the understanding and skills required to embed research into your everyday practice as a teacher. You will be encouraged to develop an appreciation of the broad range of research topics in education and their associated forms of systematic inquiry and to develop your capacity to make links between research, policy, teaching and learning. The unit will provide opportunities for you to become more familiar with the relationship between research and practice so that you can locate, critically analyse and use published material to investigate, understand and enrich your own practice and, in the future, exercise leadership in this regard. A series of expert lectures in the production and use of educational research will be complemented by workshops and assessment tasks designed to encourage you to synthesise different kinds and sources of research-based knowledge about students, teachers, schools, classrooms and communities.

Honours Pathway

To qualify for admission to the honours degree a student must have an eswWAM of at least 75 across the following second and third year units (with the third year weighted double): EDUF2006, EDUF2007, EDEC2003, EDEC2004, EDEC2001, EDEC3001, EDEC3002, EDEC3003, EDUF3031.
Candidates who are eligible for Honours must complete the 6 credit points of units of study listed below instead of EDUF4044 from Semester 2.
EDUF4020 Education Honours Preliminary

Credit points: 6 Session: Semester 2 Classes: 1x2-hr seminar/wk for 10 wks, 7x1-hr lectures, individual supervision Assessment: 3000wd proposal (50%), 3000wd literature review (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides an introduction to the Honours Program and the nature of educational research. Students develop an understanding of a range of education research methodologies through participating in seminars and by attending lectures. They demonstrate their emerging understanding of their chosen field of research in the process of conducting a detailed literature review and designing a research proposal, which will include carefully constructed research questions and an appropriate research methodology. This Unit leads to a research project that will be conducted under the supervision of an academic member of staff in Unit EDUF4021.

Year 4

In the fourth year, candidates must complete 48 credit points of units of study, comprising:
(i) 36 credit points of Curriculum and Professional Studies units; and
(ii) 12 credit points of Education Three Optional units.

Curriculum and Professional Studies Units

EDEC4001 Creating Effective Parent Partnerships

Credit points: 6 Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr tutorial/wk for 12 wks Prerequisites: 138 credit points including EDEC3006 Assessment: 2000wd policy analysis (35%) and 2000wd essay (35%) and 1500wd group presentation (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
Central to quality in early childhood services is recognition that families are the most important contributors to their children's care, welfare, social and educational outcomes. Families' perspectives on the education and care of infants, toddlers and young are central to planning early childhood programs. Early childhood services are most beneficial to children, families and the broader community when teachers partner with families and both understand and apply the concept of partnership. When working in partnership, families and early childhood professionals develop a shared appreciation of each child's home and early childhood service contexts. Family partnerships are built on mutual trust over time as families' interests and concerns about their children are shared with educators and as families and educators collaborate to create culturally rich and responsive learning environments. Early childhood teachers also have a reciprocal responsibility to share their knowledge and expertise with families to promote children's development and learning. In this unit students develop communication skills, leadership qualities, and relationship building skills as they relate to quality education, care and service provision in early education and care settings.
EDEC4002 Curriculum in Early Childhood

Credit points: 6 Session: Semester 1 Classes: 1x3-hr seminar per wk for 12 wks Prerequisites: 138 credit points including EDEC3006 Assessment: 1500wd group presentation and written summary (30%), 2000wd critical analysis paper (30%) and 2000wd annotated bibliography and handout for educators (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is designed to enable students to refine and extend their knowledge and skills in planning and implementing curriculum for young children and their families, and to deepen their critical understanding of early childhood pedagogy. Using the principles and practices of the Early Years Learning Framework as the basis of their reflective explorations, students will explore research and practitioner literature on the following aspects of early childhood pedagogy: Reflective practice and building a learning community; Teacher/child relationships and behaviour guidance; Inclusive education; Assessment; Partnerships with families. Students will have the opportunity to develop individual interest projects to deepen their learning, and to work in a learning community within the unit tutorials.
EDEC4003 Professional Experience EC 3

Credit points: 6 Session: Semester 1 Classes: 1x1-hr workshop/wk for 12 wks, 1 lead up visit, 20 days placement in a 3 to 5 years early learning setting Prerequisites: 138 credit points including EDEC3006 Assessment: A statement of pedagogical philosophy and professional experience goals (1500wd), and the professional experience including assessment of skills (based on three guiding principles): Professional knowledge, Professional Practice and Professional Engagement, the professional experience folder (equivalent to 45000wd) and satisfactory completion of 20 days of professional experience in a 3-5 year setting. Mode of delivery: Normal (lecture/lab/tutorial) day
Professional Experience Early Childhood 3 is the third Professional Experience unit in the Bachelor of Education (Early Childhood). This unit focuses on curriculum development and models, the importance of partnering with families in early childhood settings, working with other educators, and planning and programming. Students will be expected to take increasing responsibility as the primary educators for children in the three to five year age group, to demonstrate their knowledge of a range of early childhood curriculum approaches and ways of initiating and sustaining partnerships with families to provide the best possible education and care outcomes for children. Students will increasingly be asked to demonstrate their ability to undertake a range of administrative and management tasks associated with the centre, in consultation with the primary educator of children in the three to five years age group, the centre's Educational Leader and/or other Nominated supervisors.
EDEC4004 Multiliteracies and Transitions

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr workshop/wk for 9 wks Prerequisites: 168 credit points including EDEC4001 and EDEC4002 and EDEC4003 Assessment: group work with 1500wd report (25%) and 2500wd essay (40%) and 2000wd resource (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study focuses on the importance of supporting young children's developing understanding of a range of literacies in multiple modes in the years prior to school and in the transition phase between home and preschool/child care and school. Children bring understandings of multiliteracies (in languages other than English, literacy as social practice, visual literacies, film and music based literacies, community literacies and digital literacies) with them as they commence school and yet many of these go unrecognised and are often undervalued by both early childhood educators and primary school educators. In this unit students focus on multiliteracies and how they can extend young children's literacy understanding and growth. In particular they explore the impact of popular culture, critical literacy and digital technologies. For young children's optimal development, transitions between early childhood contexts and transitions to school should be as seamless as possible. Ways of supporting and fostering partnerships between families, early childhood services and schools through the transitions process will be highlighted.
EDEC4005 Professional Leadership and Advocacy

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr tutorial/wk for 9 wks Prerequisites: 168 credit points including EDEC4001 and EDEC4002 and EDEC4003 Assessment: 2500wd group work presentation (30%), 2000wd other (advocacy project) (35%), 1500wd open book test (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
The role of the professional in early childhood services is multifaceted and complex. In this unit students explore what it means to strong advocates for young children and their families. While organisational and management structures of early childhood services vary, early childhood professionals must generally be able to quickly assume responsibility for the overall education, care and general well-being of young children from diverse socio-cultural backgrounds, in addition to being responsive to families, supervising staff, and conforming to legislative requirements. Many become essentially managers of small businesses accountable for all management, financial and WH and S matters associated with the day to day running of an early childhood service. In an environment of increasing integration of essential services associated with young children and their families, they typically must also work with a range of ancillary services linked together in community hubs. Early childhood teachers must be leaders in their field, irrespective of the role they assume in a service. They must be socially and politically aware and ready to access and critique current philosophical and educational trends with confidence for the promotion of high quality programs for infants, toddlers and young children. Early childhood professionals must be strong advocates for the health, care, education and well-being of children, vocal proponents for the provision of highly qualified educators and effective lobbyists for both the profession and the quality and provision of services for children and their families.
EDEC4006 Early Childhood Professional Internship

Credit points: 6 Session: Semester 1,Semester 2 Classes: 1x1hr workshop/week, 1x lead-up visit, 30-days professional experience Prerequisites: 168 credit points including EDEC4001 and EDEC4002 and EDEC4003 Assessment: Assessment of skills (based on three guiding principles): Professional Knowledge, Professional Practice and Professional Engagement, including satisfactory completion of the professional practice (60%); 2000wd professional research report (40%) (overall pass or fail). Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit enables students to experience the professional work of early childhood teachers over a sustained period- 30 days in an early childhood setting With the support and guidance of a qualified supervising arly childhood teacher students will build, consolidate and apply their growing knowledge, skills and understandings around early childhood teaching and learning. They will explore the legal, social and ethical responsibilities associated with being an early childhood teacher and consider their role and responsibilities as teachers and leaders in local, national and global early education teaching communities. This unit requires students to demonstrate growing independence as a critically reflective early childhood professional and to evaluate these experiences in relation to on-going professional growth. The student will build to a teaching load of five days per week (or equivalent) with the balance of the time focused on developing a practitioner-led research project designed to explore and/or improve an aspect of pedagogy, curriculum or child development.

Honours Pathway

Candidates who are eligible for honours must complete the 6 credit points listed below instead of one Education Three Optional unit from semester 2.
EDUF4021 Education Honours Dissertation

Credit points: 6 Session: Semester 2 Classes: 2x2-hr seminars, individual supervision Prerequisites: 70+ mark in EDUF4020 Assessment: 6000wd research report (100%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit, under the supervision of an academic member of staff, and possibly as part of a research team, students undertake a research project developed as part of EDUF4020. In undertaking the research project, students are required to demonstrate a breadth and depth of knowledge of the discipline studied, autonomy and imagination in applying that knowledge, proficiency and skill in the research methods used, and a critical and insightful analysis of the results. They will also be required to demonstrate an understanding of relevant ethical issues. Under the direction of their supervisor, students will develop a research report for examination and dissemination to the wider research field.
Calculation of Honours WAM
The Honours WAM (eswHWAM) is calculated by averaging the following 3000-level education units (weighted 2), 4000-level education units (weighted 3), the honours preliminary unit (weighted 4) and the honours dissertation unit (weighted 6): EDEC3002, EDEC3004, EDEC3005, EDEC4001, EDEC4002, EDEC4004, EDEC4005, EDUF4020, EDUF4021.

Education Three Optional Units

for Year 4
EDUF3023 Sport: Contemporary Educational Issues

Credit points: 6 Session: Semester 2 Classes: 1x1hr lecture/wk for 8 weeks, 1x3hr seminar/wk for 8 wks, 1x4hr fieldtrip Prerequisites: 42 credit points of units Assessment: research seminar presentation (25%) and 5x1,000wd written responses (75%) Mode of delivery: Normal (lecture/lab/tutorial) day
Understanding sport is central to understanding Australian culture and Australians' sense of who they are in the world. Sport is part of day-to-day discourse and a central part of Australian culture, yet receives comparatively little attention as an area of serious academic study at Australian universities. This unit of study therefore dissects the role played by youth sport and sport in Australian society from an historical and socio-cultural perspective. Youth sport in this unit encompasses physical education and school sport, organised community sport as well as any organised youth physical activity. This unit endeavours to place greater emphasis on theories that have emerged regarding youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes such as class, gender, age, ethnicity, sexuality, social identity, policy, politics, commercialism, nationalism, disability and racism. The unit is structured in a way to encourage the development of arguments and ideas through weekly responses and a research presentation. This unit of study is designed to encourage student-based multi-disciplinary inquiry as laid out by the Education III design. It is designed also to encourage students to become informed citizens and life-long learners.
EDUF3026 Global Perspectives, Poverty and Education

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr online tutorial/wk for 9 wks, 1x2 hour workshop for 9 wks Prerequisites: 42 credit points of units Assessment: Online tutorial postings (25%), 500wd essay plan (10%) and 2000wd major essay (20%), 2000wd critical review of an education program (25%), Workshop group presentation with group handout (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study explores relationships between education, poverty and international development in multi-level contexts. It acknowledges the importance of a broad-ranging view of international development, including its economic, political, and cultural dimensions. The unit examines key indicators related to poverty and education, and explores the educational implications of global social policies like Education for all, the Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs). We investigate the roles of multilateral, bilateral and non-state agencies in educational development to discuss the multiple actors in global development and the politics of aid. Using case studies of educational development processes in specific countries and regions, we contextualise the key issues explored in the unit and provide students with an understanding of how international development reforms are experienced and contested at local, regional, and national levels. The unit is especially designed for those who have an interest in international and global dynamics, particularly those identified as 'developing' countries, who may be teaching or writing about international development issues, or who may be interested in careers in international and development education, whether in Australia or overseas.
EDUF3027 International Education

Credit points: 6 Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr workshop/wk for 12 wks Prerequisites: 42 credit points of units Assessment: 1x 600wd workshop paper (10%), workshop presentation (20%), 1-hr take home exam (30%), 2400wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The unit emphasis is on the underpinning global education trends of the developed world. A number of themes are dealt with in this global context. These include Indigenous education issues in Australia, the USA and New Zealand, the emergence of international curriculum and assessment and a number of education system case studies. These case studies will include the education systems of France, Great Britain, Brazil, China and India. The unit will appeal to students who are likely to work in organizations such as UNESCO, the OECD or the World Bank. It is a unit also of particular interest to students wishing to teach outside of Australia at some stage in their career.
EDUF3028 Mentoring in Educational Contexts

Credit points: 6 Session: Semester 1 Classes: 2x2-hr seminars/wk for 9wks Prerequisites: 42 credit points of units Assessment: 2500wd individual literature review assignment (40%), 3500wd group assignment (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
Mentoring is a complex activity which juxtaposes support and challenge in both transitional situations and in on-going learning of both the mentee and the mentor. In schools, mentoring is a critical attribute of professional teaching practice. It is integral to leading the provision of quality classroom teaching and learning through the essential support for ongoing professional learning of preservice, beginning and more experienced teachers. Students who have a specialisation in a particular learning area of strategic importance, for example primary mathematics or science, will be well placed to mentor the ongoing professional learning of their colleagues.
This unit of study will examine dispositions and skills necessary for the mentoring of enriched pedagogical practices in schools. Students use a range of sociological theories and constructs and engage in intensive reading of research in order to develop a critical understanding of mentoring as professional practice and to devise a mentor program suitable for implementation in an educational setting related to their area of specialisation. Models of distributed leadership and collaboration play an important part in effective mentoring. For this reason the learning and teaching in this unit of study is facilitated through collaborative teams. These teams promote interdependence between members of the team. They also emphasise individual accountability as each student is required to develop the leadership qualities required to lead their peers toward critically engaging with learning about their practice.
EDUF3029 Psychology of Learning and Teaching

This unit of study is not available in 2019

Credit points: 6 Session: Semester 2 Classes: 2x1-hr lectures/wk for 9wks, 1x1-hr tutorial/wk for 9wks Prerequisites: 42 credit points of units, and EDUF2006 Assessment: take home exam (30%) and 2000wd essay (40%) and group poster presentation (20%) with peer evaluations (10%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study examines research on information processing and the design of instructional materials and activiities which have significant implications for enhancing learning outcomes. In addition to lectures, students present the results of their collaborative self-directed research in a series of presentations held in the last two weeks of the unit of study. At the completion of the unit students should be able to analyse, synthesise, and draw conclusions from theory and research, derive educational implications and applications for an educational level (e.g. primary, secondary), demonstrate the skills involved in collaborative and self-directed learning, and demonstrate competence in oral and written communication skills.
EDUF3030 Australian Schooling Systems

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 42 credit points of units Assessment: 1500wd reading guide (30%) and 2500wd essay (45%) and 1000wd take-home examination (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
How can we explain the ideas, practices and institutions which make up the modern Australian school? This unit looks for the answers in the history of Australian education and educational ideas more broadly. Why is schooling compulsory? Why are there separate primary and secondary schools? Why do teachers need university degrees? Why do so many children and young people attend religiously-affiliated schools? What are the origins of current school funding regimes? Understanding the histories of current educational arrangements helps us better understand the present and offers useful knowledge for shaping the future of schooling. The unit looks at the history of Australian schooling within an international context, with a particular emphasis on the period from the 1950s to the early C21st.
EDUF3032 Curriculum and Evaluation

Credit points: 6 Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr tutorial/wk for 12 wks Prerequisites: 42 credit points of units Assessment: 1000wd analysis of curriculum document (20%) and 500wd seminar presentation (40%) and 2500wd related paper on a curriculum phenomenon (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Curriculum is an essential component to all schools and all education systems. Understanding what, why and how curricula are constructed is an important skill for all teachers. The unit also examines controversial issues in curriculum including an alternative curriculum [the International Baccalaureate], the teaching of values in schools and the role of values education documents for NSW schools. Many recent developments in curriculum are reviewed including NAPLAN, national assessment and MySchool. Evaluation and assessment are often misunderstood concepts. Cultural, social and political influences drive decisions about who, what and how will be evaluated. Evaluation and assessment are often conflated with large scale testing regimes because they can lead to easily quantifiable results. A broader and more accurate understanding of these terms is important for all educators.
EDUF3037 Creativity, Learning and Teacher Artistry

Credit points: 6 Session: Semester 2 Classes: 4x2-hr seminars and 3 x 7 hour site-based taught workshops and 1 x 7 hour assessment expo. Prerequisites: 42 credit points of units Assessment: i) 2000 word Critical analysis of Creativity and Teacher Artistry (30%), 1000 word Tutorial discussion presentation on key theoretical readings (20%) , iii) 3000 word Critical Analysis Creativity and Learning Experiences (50%) Practical field work: site specific attendance and participation Mode of delivery: Normal (lecture/lab/tutorial) day
Creativity is central to progress and innovation in teaching and learning. This unit explores the critical role of purposeful and dynamic creativity for 21st century learners. Creativity, learning and teacher artistry explores through rigorous analysis how the use of performances, site specific workshops, international case studies, theoretical discussions and site based opportunities can activate an understanding of the place of creativity and teacher artistry in learning, curriculum and schools. Throughout this unit students will be given the opportunity to practically engage with ideas of creativity, learning and teacher artistry to develop theory and practice for 21st century schooling. Through seminars led by experts and artists, international case studies and intensive site based workshops students will have the opportunity to develop their own practices in creativity and teacher artistry to support student learning and knowledge creation across the curriculum.
EDUF3135 Aboriginal Community Engagement

Credit points: 6 Session: Semester 2a Classes: 1x4-hr tutorial/fieldwork weeks 1 to 9 Prerequisites: 48 credit points Assessment: 1800wd critical analysis (30%), 1800wd e-Learning resource (30%), 2400wd educational program (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The focus of this UoS is exploring, experiencing and reflecting upon the transformative effect of Aboriginal community engagement on schools, early childhood education settings, curriculum and pedagogy. Students will learn on country by participating in local Aboriginal cultural and social activities and explore how local Aboriginal ways of knowing, doing and being reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures. They will consider the role of community cultural wealth in developing and designing culturally responsive relationships-focussed schooling to 'close the gap' between Aboriginal and non-Aboriginal communities. Students will critically analyse diverse representations and deficit discourses about Aboriginal people, culture and communities in the project of developing their activist professional identity to transform teaching and learning, schools and early childhood education settings in socially just ways.
EDUF3136 Research with Young Children

Credit points: 6 Session: Semester 1 Classes: 1x1hr lecture/wk, 1x2hr tutorial/wk Prerequisites: 48 credit points Assessment: 3000wd online postings (40%), 1x 2000wd essay (30%), 1x1000wd presentation (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
Contemporary educational paradigms and pedagogies advocate theories of learning that conceptualise education as a process of participatory research, where children are active agents and teachers are facilitators and co-constructers of meaning. As such, it is critical that teachers are well versed in child-focused research. This unit investigates the ways teachers can engage in and critique ethical and political research with children birth - eight years. Underpinned by social justice principles of participation, inclusion and equality, this unit aims to provide students with knowledge about a) critical research theories; b) participatory methods, instruments and processes for researching with young children; c) ethical considerations in conducting research with diverse and/or marginalised children; d) research as a mechanism for social justice and social change in early childhood education, that is, the role of teachers as researchers in informing public policy, advocacy and activism; and e) research as an evaluative toolkit for reflection, accountability, and sustainable early childhood teaching.