Outline

Overview

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.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	108 credit points including (EDEC3008 or EDUF2022)
Corequisites ?	EDEC3009 and EDEC3010
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Erin Harper, erin.harper@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
Q&A following presentation, submission or placement	Q&A following presentation Oral presentation with Floorbook, followed by group Q&A	0%	Formal exam period Due date: 03 Dec 2025 at 09:00	5min (500wd equivalent)	AI limited - refer to Canvas
Outcomes assessed:
Peer or expert observation or supervision	Professional experience placement Supervising Teacher Report	0%	Formal exam period Due date: 28 Nov 2025 at 23:59	21 days	AI prohibited
Outcomes assessed:
Portfolio or journal	Professional experience documentation 4000 word equivalent	0%	Formal exam period Due date: 28 Nov 2025 at 23:59	Based on placement requirements.	AI allowed
Outcomes assessed:
Attendance - accreditation or faculty requirement	Placement Completion Placement attendance record, verified by the supervising teacher	0%	Formal exam period Due date: 28 Nov 2025 at 23:59	21 days of attendance (8 hours per day)	Not applicable
Outcomes assessed:
= hurdle task ?

Assessment summary

Professional experience placement x2: Participation in professional experience placement as specified in Professional Experience Handbook, EDEC3011 unit of study outline and professional experience requirements. Successfully meet all requirements in the Supervising Teacher Report, as assessed by the Supervising Teacher.

Professional experience ePortfolio: Professional experience ePortfolio incorporates professional experience work requirements with online submissions of work as explained in Prac Requirements Document, and Pedagogical Documentation.

Presentation with Q&A: Students will present individually, to a small group of peers. Sessions will be allocated following professional experience.

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 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 3	Lecture and tutorial (3 hr)
Week 02	The Planning Cycle: Part I	Lecture and tutorial (3 hr)
Week 03	The Planning Cycle: Part II	Lecture and tutorial (3 hr)
Week 04	Learning environments and materials for 3-5s	Lecture and tutorial (3 hr)
Week 05	Teaching strategies	Lecture and tutorial (3 hr)
Week 06	Relationships with 3-5s	Lecture and tutorial (3 hr)
Week 07	A reflective approach to inclusion	Lecture and tutorial (3 hr)
Week 08	Extended Inquiry Projects: Part I	Lecture and tutorial (3 hr)
Week 09	Extended Inquiry Projects: Part II	Lecture and tutorial (3 hr)
Week 10	Transition to school	Lecture and tutorial (3 hr)
Week 11	Preparing for professional experience	Lecture and tutorial (3 hr)
Week 12	Building a community of practice	Lecture and tutorial (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

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 Leganto, available on Canvas.

Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2024) Programming and Planning in Early Childhood (9th ed.) South Melbourne, Australia: Thompson.
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
Garvis, Susanne et al. Child Development and Learning. Docklands, Victoria, Australia: Oxford University Press, 2019. Print.
MacNaughton, G. & Williams, G. (2009). Techniques for Teaching Young Children: Choices for Theory and Practice. Australia: Pearson Education Australia.
Porter, Louise. Young Children’s Behaviour : Guidance Approaches for Early Childhood Educators. Fourth edition. Sydney: Allen & Unwin, 2016. Print.

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.

Outcomes
Graduate qualities

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

LO1. use a range of observation and documentation techniques, demonstrating advanced critical observation skills
LO2. plan, implement and evaluate inclusive, safe and effective learning environments and curriculum for 3-5 year olds that reflect understanding of child-led, play-based learning, using reflective pedagogy
LO3. interact respectfully and professionally with children, staff and families
LO4. take increasing responsibility for planning and implementing curriculum across the day, showing understanding of staff roles and teamwork
LO5. develop a teaching philosophy that reflects understanding of the values and ethics of early childhood professional practice
LO6. describe the key roles and responsibilities undertaken by an early childhood centre director
LO7. support young children’s transition to school.

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

Responding to student feedback

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

The assessment tasks have been edited since the last time the unit was offered.

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDEC3011: EC Professional Experience 3

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links