Bachelor of Education (Early Childhood)

Unit outlines will be available through Find a unit outline two weeks before the first day of teaching for 1000-level and 5000-level units, or one week before the first day of teaching for all other units.
 

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 S;

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: 2x1hr lectures/week for 12 weeks, 1x1hr tutorial/week for 12 weeks Prohibitions: EDUF1012 Assessment: 1x30min seminar presentation (20%), 1x1800wd reflective report (40%), 1x1800wd 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: Essay 1500wd (30%); Reflections 1500wd (30%); Open Book Test 1500wd (40%) 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: Resource Analysis 2000wd (40%); Analytical Report 1200wd (30%); In-class written task 1300wd (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: Reflection 1500wd (30%); Group Presentation 1500wd equivalent (30%); Open Book Test 1500wd (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: Essay 2000wd (40%); Oral Presentation 1000wd (30%); In-class Task 1500wd (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: Individual Written task 1800wd (40%); Individual written task 1800wd (40%); 2 x Select-and-Fill-In Concept Maps (2 x 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 500wd (25%); Summative Project Parts 1 and 2 4000wd (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 Classes: 1x1hr lecture/week, 1x2hr tutorial/week for 12 weeks Prerequisites: 42 credit points including EDEC1005 and EDEC1006 and EDUF1018 Prohibitions: EDEC3001 Assessment: Reflective Journal 2000wd (40%); Book Review 500wd (30%); Critical Research Report 2000wd (40%) 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: Picture Book Portfolio and Curriculum Planning 2500wd (65%); Analytical Report 2000wd (35%) 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: Presentation 1000wd (25%); Portfolio 2000wd (50%); Essay 1500wd (25%) 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 Corequisites: EDEC2010 Assessment: Tutorial Participation (10%); Skills Assessment 1000wd (30%); Group Presentation 1500wd equiv (30%); Report 2000wd (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/week, 1x2hr workshop/week for 12 weeks Prerequisites: 66 credit points including EDEC2006 Prohibitions: EDEC2001 Assessment: 2x750wd equivalent creative arts presentations (35%), 1x1500wd arts journal (35%),1x1500wd arts curriculum documentation (30%) 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: 1x1hr lecture/week, 1x2hr tutorial/week; 1 day lead-up visit, 20 day professional experience Prerequisites: 72 credit points Corequisites: EDEC2008 Assessment: 1x500wd teacher resource (10%) ,1x1000wd child observation and plan (25%), 1x500wd philosophy statement (10%), 1x500wd pre-placement folder (5%), 1x3500wd professional experience portfolio (50%), Hurdle task: Assessment of professional experience placement (pass/fail) Practical field work: 20-day block placement plus one-day lead-up visit in an early childhood setting catering to children 3-5 years of age. Mode of delivery: Normal (lecture/lab/tutorial) day
First of four professional experience units in the Bachelor of Education (Early Childhood) providing opportunities for students to gain teaching experience in early childhood education settings. This unit focuses on the education and care of children aged 3-5 years and includes a 20-day placement. Students will observe and engage in daily practices and routines with the support of a supervising teacher and mentor, including interacting with, documenting observations of, and planning and implementing learning experiences for young children. Students gain understandings of the world of early childhood education which form the foundation for subsequent professional experiences.

Year 3

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

Education Three and Education Four Units

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: Reflective Commentary Quizzes x 2 500wd equivalent (7.5% x 2); Professional Statement 800wd (30%); Group Presentation 650wd equivalent (15%); Fieldwork and Placement Report 2000wd + 20 hours fieldwork (2000wd equivalent) (40%). 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.

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: Observation and Planning Report 1750wd (40%); Online Reflection and Discussion 1000wd (20%); Design of Play Space 1750wd (40%) 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: 1x1hr lecture/week, 1x2hr tutorial/week for 12 weeks Prerequisites: 84 credit points including EDEC2010 and EDEC2008 Corequisites: EDEC3008 Assessment: 3x500wd reflective response to readings and lectures (30%), 1x2000wd article for parent newsletter and annotated bibliography (40%), 1x1hr quiz (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
The first three years of life are a period of rapid growth and development that lay the foundation for future learning and wellbeing. The aim of this unit is to provide students with a thorough and critical working knowledge of current research, theory and issues in infant and toddler learning and development. The domains of cognitive, social, emotional, language, motor and physical development are explored. Infants and toddlers are viewed as capable and resourceful, predisposed to form relationships and ready to learn from birth.
EDEC3008 EC Professional Experience 2

Credit points: 6 Session: Semester 1 Classes: 1x1hr lecture/week, 1x2hr tutorial/week Prerequisites: 84 credit points including EDEC2010 and EDEC2008 Corequisites: EDEC3007 Assessment: 1x1000wd teacher resource and notes (25%), 1x500wd philosophy statement (10%), 1x500wd pre-placement folder (5%), 1x4000wd professional experience portfolio (60%), Hurdle task: Assessment of professional experience placement (pass/fail) Mode of delivery: Normal (lecture/lab/tutorial) day
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 placement. Studentswill observe and engage in daily practices and routines with the support of a supervising teacher and mentor including interacting with, documenting observations of, and planning and implementing learning and caregiving experiences for infants and toddlers. Students will take increasing responsibility for planning and implementing the curriculum, working as a member of the teaching team, and incorporating knowledge from other units of study including child development and curriculum.
EDEC3009 Creative Arts in Early Childhood 2

Credit points: 6 Session: Semester 2 Classes: 1x3hr seminar or workshop/week for 12 weeks Prerequisites: EDEC2009 Creative Arts in Early Childhood 1 Assessment: 1x2000wd equivalent creative performance and reflections (45%), 1x1500wd arts education research and information handout (30%), 1x1000wd arts curriculum documentation (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: Tutorial Participation (10%); Group Presentation 1000wd equivalent (15%); Open Book Test 1500wd (35%); Essay 2000wd (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 EC Professional Experience 3

Credit points: 6 Session: Semester 2 Classes: 1x1hr lecture/week, 1x2hr tutorial/week Prerequisites: 108 credit points including EDEC3008 Corequisites: EDEC3010 Assessment: 1x1000wd philosophy statement and goals (20%), 1x500wd pre-placement folder (5%), 1x5000wd professional experience portfolio and viva voce (75%), Hurdle task: Assessment of professional experience placement (pass/fail) Practical field work: 20-day block placement plus one-day lead-up visit in an early childhood setting catering to children 3-5 years of age. Mode of delivery: Normal (lecture/lab/tutorial) day
Third of four professional experience units in the Bachelor of Education (Early Childhood) providing opportunities for students to gain teaching experience in early childhood education settings. During this placement, students take greater responsibility for curriculum planning and implementation, deepen their critical thinking as reflective practitioners, and continue to refine their teaching philosophy. Students undertake a pedagogical documentation and explore how best to support children as they prepare for transition to school. To build students' understanding of management and leadership roles and responsibilities, students spend one day shadowing the centre director.

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, EDEC2005, EDEC2006, EDEC2007, EDEC2009, EDEC3003, EDEC3007, 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: 1x2hr seminar/week for 8 weeks plus 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. Please note, candidates must complete EDUF3136 Research with Young Children in Semester 1.

Curriculum and Professional Studies Units

EDEC4007 Partnering with Families on the Margins

Credit points: 6 Session: Semester 1 Classes: 1x3hr seminar/week for 8 weeks, 20hrs field work Prerequisites: EDEC3011 Assessment: 1x 4500 wd equiv. Professional Development Project Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on earlier program content on family partnerships by focusing specifically on partnering with marginalised families. That children from these families stand to benefit most from attending quality early childhood education services, yet are least likely to attend such services, will be critically explored. Using social justice principles this unit aims to develop students' knowledge, skills and disposition to engage and work effectively with marginalised families, as leaders of socially just, inclusive early childhood education and in interdisciplinary ways. Completion of a 20-hour service learning placement is a requirement for the successful completion of this unit.
EDEC4008 STEM in Early Childhood

Credit points: 6 Session: Semester 1 Classes: 1 x 1hr lecture/week for 12 weeks, 1 x 2hr/week for 12 weeks Prerequisites: EDUF1019 and EDEC3007 and EDEC3003 and EDEC2007 Assessment: 1 x 2000wd Report (45%) 1 x 2500wd Peer teaching (55%) Mode of delivery: Normal (lecture/lab/tutorial) day
Dispositions towards science, technology, engineering, and mathematics (STEM) begin to form early in a child's development. Students will explore the relationships between ways of thinking and doing in these areas of learning, and effective approaches for implementing STEM education in early childhood settings. The unit will be structured around several integrated themes and underpinned by a play- based problem solving pedagogy. A major aim of the unit will be to develop in students the skills and confidence to be leaders in STEM education in early childhood education settings.
EDEC4009 Language and Literacies

Credit points: 6 Session: Semester 1 Classes: 1x1hr lecture/week, 1x2hr tutorial/week for 8 weeks Prerequisites: 132 credit points including EDUF1019 and EDEC1006 and EDEC2006 and EDEC2009 and EDEC2010 and EDEC3007 and EDEC3008 and EDEC3011 Assessment: 1x2000wd literature review (35%),1x3000wd children's literature reflective reading journal (40%), 1x1000wd equivalent digital story resource and presentation (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit focuses on literacy and social justice: the importance of supporting all young children's developing understanding of and access to a range of literacies in the early years. Students will explore the use of visual literacies, community literacies and digital literacies to understand how they can extend young children's communication, language and literacy development, and creative thinking. The impact of popular culture, critical literacy and digital technologies and the use of these as learning tools will be a key focus. Partnering with families to help children learn through and about language and literacies will also be an important theme.
EDEC4010 Early Childhood Policy and Advocacy

Credit points: 6 Session: Semester 2 Classes: 1x1hr lecture/wk and 1x2hr tutorial/wk for 8 weeks Prerequisites: 144 credit points including EDEC3010 Assessment: 1x2000wd equivalent Presentation (30%), 1x2000wd Project (30%), 1x2000wd In-class open book exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Early childhood teachers are potentially leaders in the sector. Leadership requires social and political awareness, and confidence to access and critique current philosophical, political and educational trends. Early childhood teachers also have a professional responsibility to advocate for the development and well-being of young children and families, the advancement of the profession, and for government policies that support a system of equitable, quality early childhood education. To prepare for these responsibilities students will critically analyse national and international approaches to early childhood education, and explore conceptualisations of advocacy and activism in action.
EDEC4013 EC Internship and Practitioner Inquiry

Credit points: 12 Session: Semester 2 Classes: 1x1hr lecture/week, 1x2hr tutorial/week Prerequisites: Completion of 180 credit points Assessment: Professional internship placement (pass/fail) (20%), professional internship portfolio (pass/fail) (20%), 31 day professional internship attendance (pass/fail) (20%), 1x4500wd practitioner inquiry plan and report (20%), 1x2000wd equivalent practitioner inquiry conference presentation (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
Final professional experience unit in the Bachelor of Education (Early Childhood). Students experience the professional work of early childhood teachers over an extended placement of 30 days. Students apply their knowledge, skills and understandings of early childhood teaching and learning, assuming substantive teaching responsibility and related duties, and demonstrate consolidation of outcomes achieved in previous professional experience units. In addition, students design and implement a practitioner inquiry research project focused on improving their own practice and enhancing professional development during the placement. Findings are presented at a research conference.

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): EDEC3009, EDEC3010, EDEC4007, EDEC4008, EDEC4010, EDUF4021.

Education Three Optional Units

for Year 4
EDUF3023 Sport: Contemporary Educational Issues

Credit points: 6 Session: Semester 2 Classes: 1x1hr online lecture/week and 1x2hr seminar/week and 1x1hr workshop/week for 9 weeks Prerequisites: 42 credit points of units Assessment: 1x1000wd research seminar paired presentation (30%), 5x500wd written responses (50%), weekly x 1000wd total discussion board posts (20%) 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. In this unit we dissect the role played by youth sport in Australian society (including school physical education and sport, organised community sport and other organised youth physical activity) from an historical, socio-cultural and practical perspective, focussing on emerging theories of 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 of class, gender, age, ethnicity, sexuality, social identity, policy, politics, commercialism, nationalism, colonialism, disability and racism.
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: 8x200wd Online postings (30%), 1x1500wd equivalent Presentation (30%), 1x1500wd Policy Brief (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit we explore relationships between education, poverty and international development in multi-level contexts. It acknowledges the importance of a broad view of concepts and practices of 'international development', including economic, political, and cultural dimensions. We examine poverty and education and explore educational implications of global social policies Education for all, the Millennium and Sustainable Development Goals. We investigate multiple actors in global development and the politics of aid. Using case studies of specific contexts we locate key issues and explore understandings of how related reforms are experienced and contested locally, regionally and nationally.
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: Critical Reflection 1500wd (30%); Essay 3500wd (40%); Exam 1500wd (30%) 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

This unit of study is not available in 2021

Credit points: 6 Session: Semester 1 Classes: 2x2hr seminars/week for 9weeks Prerequisites: 42 credit points of units Assessment: Individual literature review assignment 2000wd (40%), Group assignment 2500wd (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.
EDUF3030 Australian Schooling Systems

Credit points: 6 Session: Semester 2 Classes: 1x1hr lecture/week and 1x2hr seminar/week for 8 weeks Prerequisites: 42 credit points of units Assessment: 1x1500wd reading guide (30%), 1x2500wd essay (45%), 1x2000wd take-home exam (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 seeks the answers by looking at the history of Australian education and schooling within an international context from pre-colonial times to the 21st century. 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.
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: Short analytical assignment 1000wd (20%); Student in-class seminar presentation and summary 1500wd equivalent (40%); Research essay 2000wd (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: Critical Analysis 1200wd (30%); Education Program 1600wd (40%); eLearning Digital Resources 1200wd (30%) Mode of delivery: Block mode
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.