CONNECTIONS AND TRANSITIONS: 3-5 YEAR OLD PLACEMENT

EDU3CAT

2020

Credit points: 15

Subject outline

This subject will present pre-service teachers with understandings and knowledge of the importance of continuity in the learning experience. Pre-service teachers will engage with particular transition practices which form a component of the year prior to formal school and which support young children's entry to the school system. Attention will be given to key issues impacting on effective and supportive transition for students between early learning settings and school contexts. Pre-service teachers will develop skills and strategies that are responsive to sector based policies and practices to support children's wellbeing and safety and their engagement in learning, and which reflect knowledge and understanding of relevant legislation and curriculum requirements. Particular consideration will be given to the correlation between the Australian Curriculum and the Early Years Learning Framework. A range of strategies to effectively engage families and professional colleagues in these aspects of the learning process will be examined. Professional Experience of 20 days in a 3-5 year old early learning setting is included in this subject.


SchoolSchool of Education

Credit points15

Subject Co-ordinatorLeanne Grogan

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites Admitted into EBECB or EBECP or EBEL or EBECEO and completed EDU2ELE

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsProgramming and Planning in Early Childhood Settings (7th Edition).RecommendedArthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S., (2018).Victoria: Cengage Learning
ReadingsNational quality framework for early childhood education and school aged care.RecommendedCouncil of Australian Governments. (2009).Canberra, ACT: Department of Education, Employment and Workplace Relations.
ReadingsBelonging, being and becoming: the early years learning framework for Australia.RecommendedCouncil of Australian Governments. (2009).Canberra, ACT: Department of Education, Employment and Workplace Relations
ReadingsEducation and Care Services National Regulations.RecommendedMinisterial Council for Education, Early Childhood Development and Youth Affairs. (2011).Canberra, ACT: Government of Australia.

Graduate capabilities & intended learning outcomes

01. Demonstrate understanding and knowledge of the importance of continuity in the learning experience and the key issues which impact on an effective transition between early learning settings and school contexts, with particular consideration given to the correlation between the Australian Curriculum and Early Years Learning Framework.

Activities:
Lecture & online materials
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Articulate a range of strategies used to effectively and sensitively promote partnerships between teachers, children, families and other professionals to support transitions and the continuity of the learning process.

Activities:
Students will work through online activities that provide focussed questions for each module topic. This will support responses in the workbook. (Assessment 1)
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Personal and Professional Skills (Ethical behaviour)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

03. Demonstrate understanding of skills and strategies that are responsive to sector based policies and practices to support children's wellbeing and safety and their engagement in learning, and which reflect knowledge and understanding of relevant legislation and curriculum requirements.

Activities:
Lecture, online materials and professional practice
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

Subject options

Select to view your study options…

Start date between: and    Key dates

Bendigo, 2020, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorLeanne Grogan

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Placement - Off Site Week: 31 - 43
One 20.0 days placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Critical Reflection Workbook (1200 words)30 01, 02, 03
Transition Statement Report (1200 words)30 01, 02
Evidentiary Portfolio (1600 words)40 01, 02, 03
Professional Practice - 20 daysHurdle - Successful completion of this component 01, 02, 03

Online, 2020, Online Study 2/4, Online

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorLeanne Grogan

Class requirements

Unscheduled Online Class Week: 22 - 31
Three 1.0 hours unscheduled online class per week on any day including weekend during the day from week 22 to week 31 and delivered via online.

Placement - Off Site Week: 22 - 31
One 20.0 days placement - off site per study period on weekdays during the day from week 22 to week 31 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Critical Reflection Workbook (1200 words)30 01, 02, 03
Transition Statement Report (1200 words)30 01, 02
Evidentiary Portfolio (1600 words)40 01, 02, 03
Professional Practice - 20 daysHurdle - Successful completion of this component 01, 02, 03

Online, 2020, Online Study 4/4, Online

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorLeanne Grogan

Class requirements

Unscheduled Online Class Week: 46
Three 1.0 hours unscheduled online class per week on any day including weekend during the day in week 46 and delivered via online.

Placement - Off Site Week: 46
One 20.0 days placement - off site per study period on weekdays during the day in week 46 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Critical Reflection Workbook (1200 words)30 01, 02, 03
Transition Statement Report (1200 words)30 01, 02
Evidentiary Portfolio (1600 words)40 01, 02, 03
Professional Practice - 20 daysHurdle - Successful completion of this component 01, 02, 03

Shepparton, 2020, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorLeanne Grogan

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Placement - Off Site Week: 31 - 43
One 20.0 days placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Critical Reflection Workbook (1200 words)30 01, 02, 03
Transition Statement Report (1200 words)30 01, 02
Evidentiary Portfolio (1600 words)40 01, 02, 03
Professional Practice - 20 daysHurdle - Successful completion of this component 01, 02, 03