Outline

Overview

This second Professional Experience unit includes a 20 day supervised placement in a setting for 3 to 5 year olds. Students are expected to: draw on aspects of their knowledge acquired from this unit and those previously studied, to observe and interact with children, develop responsive curriculum, and document learning experiences based on children's strengths and interests. In their placement, students will take increasing responsibility for planning for the room in consultation with their Supervising Teacher over the first three weeks. Students will take full responsibility for planning and documenting during the fourth week, while working with the educator team.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	48 credit points
Corequisites ?	EDMT5689 and EDMT5691 and EDMT6633
Prohibitions ?	EDMT5688
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Erin Harper, erin.harper@sydney.edu.au
Lecturer(s)	Erin Harper, erin.harper@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Inquiry Project Presentation Students will present their inquiry project floor books (to be completed during placement) during class.	0%	Formal exam period	5 mins (500 word equivalent)
Outcomes assessed:
Skills-based evaluation	Supervising Teacher Report The supervising teacher will assess all aspects of the student's professional practice, according to the supervising teacher report.	0%	Multiple weeks	1 visit and 20 days of placement
Outcomes assessed:
Placement	Professional Experience Placement Attendance Professional experience placement - 100% of attendance (21 days) is required.	0%	Multiple weeks	1 visit and 20 days of placement
Outcomes assessed:
Placement	Professional Experience Documentation Professional experience documentation	0%	Multiple weeks	Individual portfolio (4000wd equivalent)
Outcomes assessed:
= hurdle task ? = AI allowed ?

Assessment summary

Professional experience placement attendance: At the end of the placement, the supervising teacher will validate the student's attendance record. Students must complete the required number of days for this placement, as outlined in the EDMT6643 Unit of Study Outline.
Supervising teacher report: At the end of the placement, the supervising teacher will assess student's work using the report provided. Expectations and daily requirements for students are specified in Professional Experience Handbook, EDMT6643 Unit of Study Outline and EDMT6643 Placement Requirements document.
Professional experience documentation: The professional experience documentation comprises a collection of the student’s work during the placement which provides evidence on how the student is meeting the Australian Teaching Standards; the principles, practices and outcomes of the Early Years Learning Framework; and the unit’s intended learning outcomes.The professional experience portfolio for this placement is made up of daily online submissions.
Inquiry Project presentation: During their placement, students will undertake and document an inquiry project with children. In the final class, which will take place after the scheduled placement completion date, students will present their inquiry project to their peers.

Assessment criteria

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

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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
Formal exam period	Building a Community of Practice	Block teaching (3 hr)
Week 01	Introduction to PEx 2	Block teaching (3 hr)
Week 02	The Planning Cycle: Part I	Block teaching (3 hr)
Week 03	The Planning Cycle: Part II	Block teaching (3 hr)
Week 04	Learning Environments and Materials for 3-5s	Block teaching (3 hr)
Week 05	Teaching Strategies	Block teaching (3 hr)
Week 06	Relationships with Children (3-5s)	Block teaching (3 hr)
Week 07	A Reflective Approach to Inclusion	Block teaching (3 hr)
Week 08	Inquiry Projects with Children: Part I	Block teaching (3 hr)
Week 09	Inquiry Projects with Children: Part II	Block teaching (3 hr)
Week 10	Transition to School	Block teaching (3 hr)
Week 11	Preparing for PEx	Block teaching (3 hr)

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

Please refer to the Canvas website.

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. identify and explain early childhood curriculum that promotes preschool aged children's learning, development and well-being
LO2. complete and interpret observations of individual and small groups of preschool aged children and identify implications for teaching
LO3. interact with preschool aged children in ways that supports relationship formation, learning and development
LO4. develop and implement appropriate teaching plans for preschool aged children that are linked to observations and interpretations
LO5. critically reflect on experiences, teaching issues and practices with reference to theory and research
LO6. utilise a range of teaching strategies with preschool aged children in an early childhood setting
LO7. communicate appropriately with parents and centre staff from diverse backgrounds
LO8. demonstrate professional responsibility by meeting all unit and professional experience requirements

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: 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development 1.4. Child health, well-being and safety 1.5. Early intervention 1.6. Diversity, difference and inclusivity. 1.7. Learners with special needs 1.8. Transitions and continuity of learning (including transition to school).
	Australian Children's Education & Care Quality Authority - 2. Teaching pedagogies, such as: 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 2.6. Working with children who speak languages other than, or in addition to, English. 2.7. Contemporary society and pedagogy
	Australian Children's Education & Care Quality Authority - 3. Education and curriculum studies, such as: 3.1. Early Years Learning Framework 3.2. The Australian curriculum 3.3. Numeracy, science and technology 3.4. Language and literacy 3.5. English as an additional language 3.6. Social and environmental education 3.7. Creative arts and music 3.8. Physical and health education 3.9. Curriculum planning, programming and evaluation
	Australian Children's Education & Care Quality Authority - 4. Family and community contexts, such as: 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 5. History and philosophy of early childhood, such as: 5.1. Historical and comparative perspectives 5.2. Contemporary theories and practice 5.3. Ethics and professional 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 2.5. Children with diverse needs and backgrounds 6. Early childhood professional practice, such as: 6.3. Professional identity and development 6.5. Research
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 1.7. Learners with special needs 2.6. Working with children who speak languages other than, or in addition to, English. 2.7. Contemporary society and pedagogy 3.5. English as an additional language 3.6. Social and environmental education 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	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 1.4. Child health, well-being and safety 1.5. Early intervention 1.6. Diversity, difference and inclusivity. 1.7. Learners with special needs 1.8. Transitions and continuity of learning (including transition to school). 2. Teaching pedagogies, such as: 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 2.6. Working with children who speak languages other than, or in addition to, English. 2.7. Contemporary society and pedagogy 3. Education and curriculum studies, such as: 3.1. Early Years Learning Framework 3.2. The Australian curriculum 3.3. Numeracy, science and technology 3.4. Language and literacy 3.5. English as an additional language 3.6. Social and environmental education 3.7. Creative arts and music 3.8. Physical and health education 3.9. Curriculum planning, programming and evaluation 4. Family and community contexts, such as: 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion 5. History and philosophy of early childhood, such as: 5.1. Historical and comparative perspectives 5.2. Contemporary theories and practice 5.3. Ethics and professional practice 6. Early childhood professional practice, such as: 6.1. Leadership 6.2. Management and administration 6.3. Professional identity and development 6.4. Advocacy 6.5. Research

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.2		Language development
1.3		Social and emotional development
1.4		Child health, well-being and safety
1.5		Early intervention
1.6		Diversity, difference and inclusivity.
1.7		Learners with special needs
1.8		Transitions and continuity of learning (including transition to school).
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
2.6		Working with children who speak languages other than, or in addition to, English.
2.7		Contemporary society and pedagogy
3.1		Early Years Learning Framework
3.2		The Australian curriculum
3.3		Numeracy, science and technology
3.4		Language and literacy
3.5		English as an additional language
3.6		Social and environmental education
3.7		Creative arts and music
3.8		Physical and health education
3.9		Curriculum planning, programming and evaluation
4.1		Developing family and community partnerships
4.2		Multicultural education
4.3		Aboriginal and Torres Strait Islander perspectives
4.4		Socially inclusive practice
4.5		Culture, diversity and inclusion
5.1		Historical and comparative perspectives
5.2		Contemporary theories and practice
5.3		Ethics and professional practice
6.1		Leadership
6.2		Management and administration
6.3		Professional identity and development
6.4		Advocacy
6.5		Research

Responding to student feedback

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

Changes to the assessments have been made since this unit was last offered. Additional face to face classes have also been added to better support students prior to commencing their 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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDMT6643: Ec Professional Experience 2 (3-5 Years)

Semester 1, 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) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links