Planning, Teaching and Learning for Infants: Practicum 3E
Overview
Pre-service teachers will develop knowledge, skills and dispositions needed to teach infants and toddlers effectively. Within the allocated timeframe, pre-service teachers will undertake 10 days of professional experience in an approved early childhood setting, with children aged birth to two years. Major emphasis is given to respectful relationships, the potential for learning opportunities throughout the child's total experience in early learning settings and the critical importance of knowing children in the context of family, community and culture. These knowledge, skills and dispositions will be used and extended under the supervision of an experienced mentor/qualified EC teacher.
Requisites
Rule
EDU10001 Introduction to Curriculum Planning and Assessment: Practicum 1
OR
EDU10027 Introduction to Curriculum Planning and Assessment for Primary: Practicum 1
27-October-2024
09-February-2025
01-June-2025
08-June-2025
05-October-2025
08-February-2026
Learning outcomes
Students who successfully complete this unit will be able to:
- Plan, implement, and evaluate learning experiences using early childhood frameworks and governing documents that demonstrate the ability to articulate aims, objectives, procedures, outcomes, and evaluation practices appropriate for babies and toddlers
- Plan and construct rich learning environments indoors and outdoors and use a range of teaching practices and resources that engage infants and toddlers in learning appropriate to their interests, abilities and needs
- Model respectful and sensitive interaction with very young children (birth to two years) in ways that lead to establishing and strengthening relationships that support learning
- Apply pedagogical approaches to promote children’s learning and wellbeing in ways that are responsive to Aboriginal and Torres Strait Islander ways of knowing, doing and being as well as of all diverse learners
Teaching methods
Swinburne Online
| Type | Hours per week | Number of weeks | Total (number of hours) |
|---|---|---|---|
| Placement Placement |
40.00 | 3 weeks | 120 |
| Online Directed Online Learning and Independent Learning |
4.16 | 12 weeks | 50 |
| TOTAL | 170 |
Hawthorn
| Type | Hours per week | Number of weeks | Total (number of hours) |
|---|---|---|---|
| Live Online Class |
1.00 | 6 weeks | 6 |
| On-campus Class |
3.00 | 8 weeks | 24 |
| Placement Placement |
40.00 | 3 weeks | 120 |
| Unspecified Activities Various |
1.60 | 12 weeks | 20 |
| TOTAL | 170 |
Assessment
| Type | Task | Weighting | ULO's |
|---|---|---|---|
| Professional Experience Portfolio | Individual | 100% | 1,2,3,4 |
Hurdle
As the minimum requirements of assessment to pass a unit and meet all ULOs to a minimum standard, an undergraduate student must have achieved:
Students must achieve a minimum overall score of 70% for the Professional Experience Placement Report, including meeting the Australian Institute of Teaching and School Leadership Focus Areas 4.4 (Maintain student safety), 7.1 (Meet professional ethics and responsibilities) and 7.2 (Comply with legislative, administrative and organisational requirements):
• Not met (0%-49%)
• At risk (50%-69%)
• Met (70%-89%)
Exceeding (90%-100%).
Students who achieve an ‘At Risk’ result will be offered one opportunity to improve their assessment through an appropriate supplementary task determined by the Unit Convenor. This hurdle requirement is in line with Initial Teacher Education Accreditation and meets the National Program Standard 5.4 (Professional Experience-Providers work with their placement school(s)/systems to achieve a rigorous approach to the assessment of pre-service teachers’ achievements against the Graduate Teacher Standards) set by the Australian Institute of Teaching and School Leadership that partner with State Teacher Education registration organisations to register all qualified Teachers.
Content
- Infant learning and development, including early brain and physical development.
- Self-assessment of teaching performance
- Planning and assessing infant learning
- Recognising individual differences and supporting learning accordingly
- Engaging collaboratively with colleagues and families
- Creating and maintaining healthy, safe and rich learning environments that support learning
- Helping infants begin to learn to guide their own behaviour
- Strategies for evaluating learning and teaching programs to improve learning
- Teaching strategies and resources for supporting and assessing infant learning
- Routines and transitions, including safe sleeping practices
- Sensorial play
- Attachment theory and its implications for practice
- Code of Ethics and professional standards
- Graduate Attribute – Communication Skills: Verbal communication
- Graduate Attribute – Communication Skills: Communicating using different media
- Graduate Attribute – Teamwork Skills: Collaboration and negotiation
- Graduate Attribute – Teamwork Skills: Teamwork roles and processes
- Graduate Attribute – Digital Literacies: Information literacy
- Graduate Attribute – Digital Literacies: Technical literacy
Study resources
Reading materials
A list of reading materials and/or required textbooks will be available in the Unit Outline on Canvas.