Outline

Overview

Students in this unit will learn about leadership and management roles and responsibilities that enable the effective and viable operation of high-quality early childhood programs and services. They will explore conceptualisations of leadership in the context of early childhood education, and articulate a vision and philosophy for quality early learning. How strong leadership and effective management translate into the meeting of a teacher’s regulatory and professional accountabilities will be explored, with particular attention given to Australia’s National Quality Framework.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	60 credit points
Corequisites ?	None
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 8 August 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Workshop presentation Presentation of a reading that is related to a topic covered in this unit	20%	Multiple weeks	1000wd equivalent	AI allowed
Outcomes assessed:
In-person written or creative task	Case study scenarios In-class Test	40%	Week 04 Due date: 25 Aug 2025 at 09:00	1.5hrs (1500wd equivalent)	AI prohibited
Outcomes assessed:
Interactive oral	Viva voce Viva voce analysing the leadership and management practices in a high quality ECE service, based on case study of a director.	40%	Week 05 Due date: 04 Sep 2025 at 09:00	20 minutes (oral)	AI prohibited
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Leading your EDMT6632 learning community (Weekly): The building of a learning community is something that an effective leader will do in a quality early education service. To develop this aspect of your leadership capacity this assessment task requires you to facilitate your peers' understanding of a topic of your choice (from Classes 3 - 10) based on the key ideas from the week's readings. For this task you will have 10 minutes to implement engaging activities designed to consolidate and support students' learning and reflection on your selected topic.
Case study scenarios: This assessment task will include approximately 6-8 short answer questions based on scenarios that relate to the topics covered in this Unit. You will be assessed on your ability to apply material covered in the Unit to each of the scenarios, and your capacity to critically and thoughtfully meet your legal and professional accountabilities. All questions are compulsory. You will have 1.5 hours to complete the task. Week 4, Monday August 25 (Class 11).
Leadership in practice: Analyse the leadership practice of the centre director who will give a guest presentation in Class 12. Week 5, Thursday September 4, 9.00am.

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	Social and political influences on ECE in Australia	Seminar (3 hr)
Week -01	Leading for quality I	Seminar (3 hr)
Week -02	Unit overview	Seminar (3 hr)
Week -02	Theorising the leadership and management of ECE services	Seminar (3 hr)
Week 01	Leading for quality II	Seminar (3 hr)
Week 01	Leading and managing under different management structures	Seminar (3 hr)
Week 02	Strategic, operational and financial planning	Seminar (3 hr)
Week 02	Policy development	Seminar (3 hr)
Week 03	Pedagogical leadership: the role of the educational leader	Seminar (3 hr)
Week 03	Leading and working in teams	Seminar (3 hr)
Week 04	Assessment 2 - Case study scenarios	Seminar (3 hr)
Week 04	Centre director case study and Unit review	Seminar (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, tutorials, 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

Textbook: Waniganayake, M., Cheeseman, S., Fenech, M. Hadley, F., & Shepherd, W. (2023). Leadership: Contexts and complexities in early childhood (3rd Ed.). Melbourne: Oxford University Press.

Other required readings for this unit can be accessed via the Reading List link in 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. critically engage with the ever changing political and legal context within which early childhood education services operate
LO2. demonstrate a sound understanding of theoretical and conceptual approaches to leadership and quality early childhood education
LO3. develop a strong working knowledge and a critical appreciation of teachers' legal and professional responsibilities as required by the National Quality Framework, including the role of a service's Nominated Supervisor and Educational Leader
LO4. critique diverse early childhood management structures, and the implications of each for teachers’ organisational roles and responsibilities and the provision of quality early childhood education
LO5. show an understanding of the responsibilities related to the strategic, operational and financial management of early childhood settings
LO6. evaluate service policies in light of teachers' legal and professional accountabilities and the provision of quality early childhood education.
LO7. appreciate the skills required to build, work in, and lead effective teams

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 - 6.1. Leadership 6.4. Advocacy
	Australian Children's Education & Care Quality Authority - 6.1. Leadership 6.2. Management and administration 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 6.1. Leadership 6.2. Management and administration 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 6.1. Leadership 6.2. Management and administration 6.3. Professional identity and development 6.4. Advocacy
	Australian Children's Education & Care Quality Authority - 6.1. Leadership 6.2. Management and administration
	Australian Children's Education & Care Quality Authority - 6.1. Leadership 6.2. Management and administration
	Australian Children's Education & Care Quality Authority - 6.1. Leadership 6.2. Management and administration

Responding to student feedback

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

2024 feedback was positive, in particular, students appreciated the many practical connections to and application of theory. The required reading and some recommended readings have been updated. Report revised to a viva voce to provide more opportunity for students to explain their analysis of a leader-in-practice, and to reduce delays in release of grades.

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

EDMT6632: Early Childhood Leadership

Intensive July - August, 2025 [Block mode] - 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