Outline

Overview

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.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points including EDEC2006 and EDEC2011
Corequisites ?	EDEC2008
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tina Stratigos, tina.stratigos@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Portfolio or journal	Professional experience ePortfolio Assessment of Week 2 and Week 4 Evidence Your Achievement pages	0%	Formal exam period Due date: 23 Nov 2025 at 23:59	4,300 words equivalent	AI allowed
Outcomes assessed:
Peer or expert observation or supervision	Supervising teacher report Achievement of placement outcomes on supervising teacher report	0%	Multiple weeks	N/A	AI prohibited
Outcomes assessed:
Peer or expert observation or supervision	Professional experience placement attendance As outlined in PEx Handbook and UoS PEx Requirements document	0%	Multiple weeks	20 days	AI prohibited
Outcomes assessed:
Portfolio or journal	ePortfolio pre-placement preparation About the Student page in ePortfolio #earlyfeedbacktask	0%	Week 03 Due date: 20 Aug 2025 at 23:59	200 words	AI allowed
Outcomes assessed:
= hurdle task ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

There are three components of assessment in this unit that are associated with your placement. Each component must be graded as Satisfactory to pass the unit.

Attendance at placement for 20-days placement
Professional Experience Report completed by supervising teacher
- Mid placement progress report on day 10
- Final report on day 20 - you must achieve Satisfactory for every outcome on the final report
Assessment of ePortfolio by tutor
- Preparation of ePortfolio checked prior to commencing placement
- Mid-placement ePortfolio feedback via Week 2 Evidence Your Achievement page
- Final ePortfolio assessment via Week 4 Evidence Your Achievement page

Assessment criteria

FR	Failed requirements	No mark	When you don’t meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.
SR	Satisfied requirements	No mark	When you meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.

All assessment components must be graded SR to be eligible to receive an overall grade of SR for the unit.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to professional experience	Workshop (3 hr)
Week 02	Curriculum in early childhood education settings	Workshop (3 hr)
Week 03	Introduction to the planning cycle Part 1 - Observe	Workshop (3 hr)
Week 04	Introduction to the planning cycle part 2 - Assess	Workshop (3 hr)
Week 05	Introduction to the planning cycle part 3 - Plan, Implement, Evaluate	Workshop (3 hr)
Week 06	Exploring teaching strategies, planning for transitions	Workshop (3 hr)
Week 07	Preparing for the first placement day - developing the situational analysis, educator observations	Workshop (3 hr)
Week 08	Preparing for the second placement day, interactions with children, supervision, and behaviour guidance	Workshop (3 hr)
Week 09	Preparing for the third placement day, running record observations	Workshop (3 hr)
Week 10	Preparing for the fourth placement day, anecdotal observations	Workshop (3 hr)
Week 11	Preparing for the fifth placement day, time sample observations	Workshop (3 hr)
Week 12	Preparing for the placement block, wellbeing on placement	Workshop (3 hr)

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. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. The Academic Coordinator of Professional Experience reserves the right to deny any student the opportunity to undertake placement if there are concerns about the student’s preparedness including attending and participating in less than 90% of classes. 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 through the unit Canvas site.

Required text: Arthur, L., Beecher, B. Death, E., Dockett, S., & Farmer, S. (2025). Planning and programming in early childhood settings (9th ed.). Cengage.
Required text: MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3rd ed.). Pearson.
Required text: Porter, L. (2016). Young children’s behaviour: Practical approaches for caregivers and teachers (4th ed.). Elsevier Australia.

Learning outcomes

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 3-5 year old 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. Observe, document and reflect on quality practice modelled by other educators and consider implications for own professional development
LO6. Use appropriate teaching strategies to promote children's engagement, learning and development
LO7. Apply knowledge and strategies gained in other Units of Study to respond to children's interests and support their learning
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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1. Psychology and child development such as: 1.2. Language development 1.3. Social and emotional development
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 5.3. Ethics and professional practice
	Australian Children's Education & Care Quality Authority - 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
	Australian Children's Education & Care Quality Authority - 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
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 3.1. Early Years Learning Framework 5.3. Ethics and professional practice
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies
	Australian Children's Education & Care Quality Authority - 5.3. Ethics and professional practice 6.3. Professional identity and development

Responding to student feedback

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

The placement block has been reduced to 3 weeks with the first 5 placement days being undertaken during semester to support student wellbeing and provide greater support to students as they commence the placement. Documentation and practice requirements have been reduced to support students to focus on developing foundational skills required for progression to future professional experience units.

Additional information

Site visit guidelines

If you are undertaking professional experience as part of your enrollment 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 Office of Professional Experience 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 placement. 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 provided on your UOS Canvas site, including information on Working With Children Check, workplace health and safety induction, infectious diseases and immunisation, and pregnancy.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

EDEC2010: EC Professional Experience 1

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links