Outline

Overview

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.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	96 credit points, including (EDEC2001 or EDEC2009) and EDEC2010
Corequisites ?	EDEC3011
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Amanda Niland, amanda.niland@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
Written work	Curriculum Practice documentation Written task	30%	Formal exam period Due date: 28 Nov 2025 at 23:59	1400 words	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Creative Arts Performance & Reflection Performance and written task	35%	Week 05	1500 words equivalent	AI prohibited
Outcomes assessed:
Presentation	Research-based curriculum assignment & presentation Curriculum resource development and presentation	35%	Week 12	1600 words	AI allowed
Outcomes assessed:

Assessment summary

Creative Arts education research/based curriculum resources.
Creative Arts performance and reflection.
Arts curriculum documentation during professional experience placement.

NOTE: Detailed information for each assessment can be found on Canvas.

Students must submit all assignments to be eligible for a passing grade in this unit.

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.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties will apply, as per the University's Assessment Policy

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	Children, arts & inclusion; Chau Chak Wing Museum excursion	Lecture and tutorial (3 hr)
Week 02	Drama/Storytelling	Lecture and tutorial (3 hr)
Week 03	Drama/Storytelling	Lecture and tutorial (3 hr)
Week 04	Drama/storytelling	Lecture and tutorial (3 hr)
Week 05	Integrated arts story/drama performance	Lecture and tutorial (3 hr)
Week 06	VIsual arts	Lecture and tutorial (3 hr)
Week 07	Visual Arts	Lecture and tutorial (3 hr)
Week 08	Visual arts	Lecture and tutorial (3 hr)
Week 09	Music and Dance	Workshop (3 hr)
Week 10	Music and dance	Workshop (3 hr)
Week 11	Arts curriculum	Workshop (3 hr)
Week 12	Creative arts pedagogy for inclusion and social justice	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 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
Referencing: APA referencing is required for all submitted assessments.

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

REQUIRED TEXT (not available in e-format)

Ewing, R. (Ed.). (2012). The Creative Arts in the Lives of Young Children: Play, Imagination and Learning. Melbourne: ACER.

All other readings for this unit can be accessed through the Library or eReserve, available on Canvas.

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. articulate knowledge of young children’s creative thinking skills and their role as early childhood teachers and pedagogical leaders in supporting these
LO2. reflect on the development of their emerging professional identity as creative early childhood teachers by drawing on theories and research related to creativity
LO3. apply a range of curriculum models of early childhood creative arts education
LO4. build skills and confidence as pedagogical leaders in early childhood arts education in a range of art forms, including oral storytelling
LO5. develop, implement and evaluate authentic, creative and meaningful integrated arts curriculum in early childhood settings
LO6. develop creative and artistic identities as early childhood teachers, through their own artistic practice.

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 - 1.1. Learning, development and care 2.2. Play based pedagogies 2.3. Guiding behaviour / engaging young learners 2.5. Children with diverse needs and backgrounds 3.1. Early Years Learning Framework 3.7. Creative arts and music 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 3.1. Early Years Learning Framework 3.7. Creative arts and music 5.2. Contemporary theories and practice 6.3. Professional identity and development 6.5. Research
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 2.1. Alternative pedagogies and curriculum approaches. 2.2. Play based pedagogies 2.4. Teaching methods and strategies 2.5. Children with diverse needs and backgrounds 3.1. Early Years Learning Framework 3.7. Creative arts and music 4.4. Socially inclusive practice
	Australian Children's Education & Care Quality Authority - 2.1. Alternative pedagogies and curriculum approaches. 2.2. Play based pedagogies 2.3. Guiding behaviour / engaging young learners 2.4. Teaching methods and strategies 3.1. Early Years Learning Framework 3.7. Creative arts and music 4.1. Developing family and community partnerships 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 2.2. Play based pedagogies 2.3. Guiding behaviour / engaging young learners 2.4. Teaching methods and strategies 2.5. Children with diverse needs and backgrounds 3.1. Early Years Learning Framework 3.7. Creative arts and music 3.9. Curriculum planning, programming and evaluation 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 2.1. Alternative pedagogies and curriculum approaches. 3.7. Creative arts and music 4.5. Culture, diversity and inclusion 6.3. Professional identity and development

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
2.1		Alternative pedagogies and curriculum approaches.
2.2		Play based pedagogies
2.3		Guiding behaviour / engaging young learners
2.4		Teaching methods and strategies
2.5		Children with diverse needs and backgrounds
3.1		Early Years Learning Framework
3.7		Creative arts and music
3.9		Curriculum planning, programming and evaluation
4.1		Developing family and community partnerships
4.4		Socially inclusive practice
4.5		Culture, diversity and inclusion
5.3		Ethics and professional practice
6.3		Professional identity and development
6.5		Research

Responding to student feedback

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

In response to student feedback, more specific guidance and scaffolding will be provided for the curriculum resource assignment

Additional information

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.

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

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

Disclaimer

On this page

Useful links

EDEC3009: Creative Arts in Early Childhood 2

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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

Disclaimer

On this page

Useful links