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Unit of study_

EDEC2010: EC Professional Experience 1

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

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.

Unit details and rules

Unit code EDEC2010
Academic unit Education
Credit points 6
Prohibitions
? 
EDEC2002
Prerequisites
? 
72 Credit points including EDEC2006 and EDEC2007
Corequisites
? 
EDEC2008
Available to study abroad and exchange students

No

Teaching staff

Coordinator Tina Stratigos, tina.stratigos@sydney.edu.au
Tutor(s) Kathryn Wright, k.wright@sydney.edu.au
Wendy Lee, wendysaeme.lee@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task Professional experience
Professional experience attendance, report and portfolio
0% Multiple weeks N/A
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
Assignment Finger play and song collection
A collection of five finger plays and five songs for 3-5 year olds
0% Week 05
Due date: 24 Sep 2020 at 11:00
N/A
Outcomes assessed: LO1 LO4
Assignment Planning cycle
An observation from video and linked experience plan
0% Week 08
Due date: 23 Oct 2020 at 23:59
1,000 words
Outcomes assessed: LO3 LO8 LO7 LO4
Assignment ePortfolio preparation check
Preparation of ePortfolio prior to placement - philosophy and poster
0% Week 11
Due date: 12 Nov 2020 at 10:00
N/A
Outcomes assessed: LO8
hurdle task = hurdle task ?

Assessment summary

  • Finger play and song collection:  A collection of resources that can be used during the professional experience placement comprising five finger plays and five songs
  • Planning cycle:  An anecodotal or running record observation written from a provided video, and accompanied by a linked experience plan
  • ePortfolio preparation check:  ePortfolios will be checked to ensure they are prepared for the placement, including the introduction poster and statement of developing teacher philosophy and identity
  • Professional experience:  Assessment of the 20-day placement (plus one day lead-up visit) including 100% attendance, supervising teacher report, and ePortfolio – all components must be graded satisfactory to pass the unit

Detailed information for each assessment can be found on Canvas

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to professional experience and considering teaching philosophies Lecture and tutorial (3 hr) LO6 LO8
Week 02 The Early Years Learning Framework Lecture and tutorial (3 hr) LO3 LO4
Week 03 Introduction to the planning cycle - Documenting observations of children Lecture and tutorial (3 hr) LO3
Week 04 Continuing with the planning cycle - assessment for learning - formative and summative Lecture and tutorial (3 hr) LO3 LO7
Week 05 Next steps in the planning cycle - Planning, implementing and evaluating experiences for young children Lecture and tutorial (3 hr) LO4 LO6 LO7
Week 06 Reviewing the planning cycle - Planning to support learning and development across the day Lecture and tutorial (3 hr) LO1 LO4 LO6 LO7
Week 07 Exploring teaching techniques Lecture and tutorial (3 hr) LO1 LO7
Week 08 Guiding children's behaviour Lecture and tutorial (3 hr) LO5
Week 09 Roles and responsibilities during professional experience Lecture and tutorial (3 hr) LO2 LO8
Week 10 Developing a situational analysis Lecture and tutorial (3 hr) LO2 LO8
Final preparations for the placement Lecture and tutorial (3 hr) LO8

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

  • Required text: Arthur, L., Beecher, B. Death, E., Dockett, S., & Farmer, S. (2018). Planning and programming in early childhood settings (7th ed.). South Melbourne, VIC: Cengage.
  • Required text: MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3rd ed.). Melbourne: Pearson.
  • Required text: Porter, L. (2016). Young children’s behaviour: Practical approaches for caregivers and teachers (4th ed.). Chatswood, NSW: Elsevier Australia.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Build positive relationships with children by engaging in respectful, responsive and reciprocal interactions
  • LO2. Interact and communicate professionally with centre staff, families and children, according to the ECA Code of Ethics
  • LO3. Apply a range of observation methods to document and analyse the interests, learning and development of children, including synthesizing information from relevant literature, theory and the EYLF
  • LO4. Draw on knowledge gained from documented observations, theory and the EYLF to plan, implement and evaluate learning experiences
  • LO5. Begin to use respectful and positive behavior guidance strategies to support children's learning and development
  • LO6. Critically reflect on and evaluate own teaching effectiveness drawing on theoretical knowledge and the EYLF
  • LO7. Apply knowledge and strategies gained in other Units of Study to respond to children's interests and support their learning (eg. finger plays, songs, picture books and oral storytelling)
  • LO8. Demonstrate professional organisation, presentation and a high standard of academic literacy in professional experience portfolio

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         
LO7         
LO8         

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Children's Education & Care Quality Authority - ACECQA
1. Psychology and child development such as:
1.2. Language development
1.3. Social and emotional development
LO2
Australian Children's Education & Care Quality Authority - ACECQA
4.1. Developing family and community partnerships
5.3. Ethics and professional practice
LO3
Australian Children's Education & Care Quality Authority - ACECQA
1. Psychology and child development such as:
1.2. Language development
1.3. Social and emotional development
3.1. Early Years Learning Framework
3.9. Curriculum planning, programming and evaluation
LO4
Australian Children's Education & Care Quality Authority - ACECQA
1. Psychology and child development such as:
1.1. Learning, development and care
1.2. Language development
1.3. Social and emotional development
2.2. Play based pedagogies
2.4. Teaching methods and strategies
3.1. Early Years Learning Framework
3.9. Curriculum planning, programming and evaluation
LO5
Australian Children's Education & Care Quality Authority - ACECQA
1.3. Social and emotional development
2.3. Guiding behaviour / engaging young learners
LO6
Australian Children's Education & Care Quality Authority - ACECQA
2.4. Teaching methods and strategies
3.1. Early Years Learning Framework
5.3. Ethics and professional practice
LO7
Australian Children's Education & Care Quality Authority - ACECQA
2.4. Teaching methods and strategies
LO8
Australian Children's Education & Care Quality Authority - ACECQA
5.3. Ethics and professional practice
6.3. Professional identity and development

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

Please make yourself familiar with the inherent requirements for this course:  https://sydney.edu.au/students/student-responsibilities/inherent-requirements.html

Please make yourself familiar with the professional experience handbook:  https://canvas.sydney.edu.au/courses/13426/pages/professional-experience-in-education including information on Working With Children Check, workplace health and safety induction, infectious diseases and pregnancy.  You may wish to discuss your immunisation status with your doctor prior the professional experience placement.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.