Unit Content
Outcomes
- Develop deep understanding of the roles and tasks of the early childhood teach and professional practice within an ethical framework.
- Apply knowledge to design, develop and implement appropriate learning experiences based on approved sector specific curriculum documents and the needs and interests of children.
- Demonstrate the capacity to articulate a personal philosophy of professional practice as a teacher of young children
- Critically examine ideas, issues and principles connected with professional decision making as a teacher in an early childhood setting
- Apply innovative and critical practices that draw from and inform theory, policy and research in ways that promote quality and inclusive early childhood education.
- Advanced knowledge of early childhood settings, including aspects of organisation, administration, management and leadership.
- Work ethically, inclusively and collaboratively, in partnerships with professional colleagues, families and communities, in ways that respect and value diversity.
- Synthesise knowledge and skills development throughout the professional experience placement in a professional portfolio
- Develop increasing teaching responsibilities throughout the PEX placement
Subject Content
- Introduction to Professional Experience 4
- See the current Professional Experience Manual for details about this PEX 4 experience and responsibilities
- Designing, implementing, assessing and evaluating high quality, meaningful learning experiences in Early Education and Care
- Adapting teaching skills for different ages and contexts including planning, assessing and reflecting on learning experiences and the teacher’s philosophy.
- The role of the reflective practitioner, developing increasing capacity, linking theory, policy and practice. Application of the Graduate teacher Standard descriptors (GTSD), critically analysing core beliefs assumptions and expectations, Use reflective tools, practice in communities of practice and assessment tasks.
- Advanced Communication Skills
- Advanced communication skills, demonstrating effective interactions and building relationships with children, colleagues, family and community,
- Promoting safe inclusive learning environments
- Employment of the professional and ethical responsibilities as a colleague, member of a team and tin the wider educational community including parents and other stakeholders.
- Documentation and Reporting Reflection and research on Child Protection and Safety
- Contemporary issues in the early childhood sector
- Reflection on PEX 4
This course may be offered in the following formats
- Face to face on site (extensive)
- E-learning (online/asynchronous)
- E-learning (online/synchronous)
Please check the timetable to see when this subject will next be offered at Alphacrucis University College.
Assessment Methods
- Assessment 1: Observations (10% Satisfactory requirement)
- Assessment 2: Professional Portfolio (10% Satisfactory requirement)
- Assessment 3: Performance Evaluation (based on all required documents) (40% Satisfactory requirement)
- Assessment 4: Performance Assessment (40% Satisfactory requirement)
Prescribed Text
ACECQA (2022) Belonging, Being and Becoming – The Early Years Learning Framework for Australia V2.0 EYLF-2022-V2.0. https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
ACECQA Guide to the National Quality Framework Guide to the NQF. ACECQA
https://www.acecqa.gov.au/nqf/about/guide
Australian Professional Standards for Teachers. Australian Professional Standards for Teachers. (nsw.gov.au)
https://www.educationstandards.nsw.edu.au/wps/wcm/connect/9ba4a706-221f-413c-843b-d5f390c2109f/australian-professional-standardsteachers.pdf?MOD=AJPERES&CVID=
