edec3010 ede322 professional studies in supportive...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: EDEC3010

Mode of study: Area External

Tuition pattern summary: This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units: EDEC2015 (v.0) EDE222 Professional Studies in Teaching and Assessment in Junior Primary or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrsName: Lindy KeeganPhone: +618 9266 2158Email: [email protected]: Building: 501 - Room: Off CampusConsultation times: Please email for an appointment

Teaching Staff:

Administrative contact: Name: OUA General EnquiriesPhone: +61 8 9266 7590Email: [email protected]: Building: 501, Bentley Campus - Room: Monday to

Friday 8:30am - 4:30pm (WST)

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDEC3010 EDE322 Professional Studies in Supportive Learning Environments with Three to Five Year Olds

DVC EducationOUA Programs

EDEC3010 EDE322 Professional Studies in Supportive Learning Environments with Three to Five Year OldsOUA 22 Aug 2016 OUA Programs, DVC Education

Page: 1 of 18CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Syllabus This unit focuses on 3, 4 and 5 year old children. Approaches to creating welcoming and supportive environments for children’s learning and behaviour are critically examined. The design of supportive environments is contextualised within approaches to constructing collaborative partnerships and positive reciprocal relationships with children, families, and communities. The unit emphasises intentional and participatory approaches to teaching and learning and invites students to construct a resilient professional identity that is informed by research and inquiry. Students enact research processes by engaging in pedagogical documentation of learning and design of inquiry-based projects with a focus on interpreting observational data. Passing this unit is contingent on successful completion of the professional practice component of the unit.

Introduction Welcome to the unit Professional Studies in Supportive Learning Environments with Three to Five Year Olds.

This unit contributes to your experience of becoming a teacher by developing your knowledge and skills in creating

welcoming and supportive learning environments for children aged three to five years. Through the professional

placement component, you will have the opportunity to apply your understanding of this unit in everyday encounters

with young children in early childhood settings, contributing to your experience of being a teacher.

By studying this unit, you will become familiar with approaches to guiding children’s behavior and constructing

collaborative partnerships and positive reciprocal relationships with children, families, and communities. The readings

and learning experiences are carefully selected and curated to strike a balance between theoretical depth and practical

applications: you will be exposed to rigorous theory, while being guided to understand how to apply the theory in

encounters with young children and their families in learning settings. The unit includes a rich selection of visual

material (in the readings and online learning tasks) to enable you to observe and interpret children’s behavior and

learning prior to encountering children in your professional placement. You will also have the opportunity to work with

children in a home or early childhood setting for one of your assessment tasks, better preparing you for the observation

and planning processes required during your placement. You should complete all the required weekly readings and,

whenever possible, refer to the extended reading list (refer below) to follow up particular areas of interest and to

enhance your performance on assessment tasks, You should respond to weekly focus questions to assess your

understanding of the readings, you should view all the videos and follow all online links, and where possible you should

engage with the activities for each weekly topic to consolidate your understanding of the content and apply your

knowledge in preparation for assessment tasks and the professional placement.

The assessment tasks are designed to engage strongly with the content and learning experiences of the unit and will

afford you opportunities to: explore approaches to guiding children’s behavior; enact research processes by engaging

in observation, interpretation and documentation of children’s learning; and design/plan inquiry-based learning projects.

We hope that you will view these highly practical tasks as a valuable learning opportunity and beneficial preparation for

your encounters with children and the demands of the professional placement component.

We are delighted to support your learning in this unit and we look forward to enriched discussions about young

children, their learning, and the welcoming and supportive learning environments that you can provide for them and with

them in your experience as an early childhood teacher.

DVC Education OUA Programs




Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities This unit is divided into a weekly calendar of study:

MODULE 1: Supportive Environments

Topic 1 - Approaches to guiding behaviour

Topic 2 - Promoting secure, respectful and reciprocal relationships

Topic 3 - Creating environments for children to be known and valued: the amiable school

Topic 4 - Maintaining supportive environments through collaborative partnerships

MODULE 2: Pedagogical Documentation

Topic 5 - Observation: Responsiveness to children

Topic 6 - Interpretation: Selecting evidence and linking to theory

Topic 7 - Documentation: Making learning visible

Topic 8 - Assessment for learning

MODULE 3: Models of Inquiry

Topic 9 - Approaches to planning for inquiry

On successful completion of this unit students can: Graduate Attributes addressed

1 Appraise approaches to guiding behaviour, constructing positive relationships, and creating welcoming learning environments

2 Design a supportive learning environment that fosters shared resilience for adults and children

3 Evaluate the role of pedagogical documentation in sustaining democracy and making learning visible

4 Observe, interpret and document learning to inform planning of inquiry-based projects

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Topic 10 - Developing questions to guide inquiry

Topic 11 - Inquiry as intentional teaching

Topic 12 - Early years settings as places of research: ongoing learning and reflective practice

In each topic there are specific focus questions to guide your learning. The weekly readings and activities have been carefully chosen to guide your thinking about the issues raised by these questions. It is strongly recommended that you complete all of the activities for each topic and summarise your responses to each of the activities in an on-going Learning Journal. This will ensure a much better understanding of the topics and assist you with your assessment tasks. It is also strongly recommended that you accurately reference any sources you use to support your comments as you work through the activities. This will also assist you, and save time, when preparing and presenting your assignments.

Students are expected to be responsible for their own learning within the supportive framework provided by staff. Thoughtful contributions to the tutorial discussion board and participation in BB collaborate sessions are seen as essential to successfully completing this unit. Students must view recorded BB collaborate sessions if they are unable to attend at the designated time. Full-time participation in a three week practicum is required for successful completion of this unit. It is necessary to gain at least a PASS grade in the Professional Experience component in order to pass this unit.

Accessing Blackboard

You can access Blackboard via OASIS. URL: http://oasis.curtin.edu.au Once you have signed on you need to select the “MY STUDIES” tab which has a direct link to Blackboard.

Blackboard Training Materials

You can access training materials on using Blackboard, including a guided tour, on the Learning Management System homepage. There is also a help manual under the “Tools” navigation button in each Blackboard unit.

Blackboard Collaborate.

Online units being delivered to OUA students will be supported with regular web conference sessions using the software now Blackboard Collaborate. You will be able to access your Blackboard Collaborate session through your Blackboard Learning Management System. Details regarding the frequency and times for your collaborate session will be identified in blackboard. You can download the Blackboard Collaborate software from the following link: http://www.blackboard.com/Platforms/Collaborate/Services/On-Demand-Learning-Center/Web-Conferencing.aspx For new users Java download is required.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?EDEC3010

Essential texts

The required textbook(s) for this unit are:

l Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press.

(ISBN/ISSN: 9781876138370)

l Professional Practice guidlines handbook

l Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St





http://oasis.curtin.edu.au/

http://www.blackboard.com/Platforms/Collaborate/Services/On-Demand-Learning-Center/Web-Conferencing.aspx

http://www.blackboard.com/Platforms/Collaborate/Services/On-Demand-Learning-Center/Web-Conferencing.aspx

http://link.library.curtin.edu.au/primo/course?EDEC3010

Paul, MN: Redleaf Press.

(ISBN/ISSN: 978-1-60554-086-3 )

Online resources

l Professional Practice guidlines handbook

(http://humanities.curtin.edu.au/schools/edu/oua/)

Other resources

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. South Melbourne, VIC: Cengage.

Carter, M., & Curtis, D. (2014). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press.

Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press.

Curtis, D., Lebo, D., Cividanes, W. C. M., & Carter, M. (2013). Reflecting in communities of practice: A workbook for early childhood educators. St Paul, MN: Redleaf Press.

Duncan, R. (Ed.). (2011). Early Years Learning Framework in action: Belonging, being and becoming. Osborne Park, Western Australia: Association of Independent Schools Western Australia.

Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbara, CAL: Praeger.

Fleet, A., Honig, T., Robertson, J., Semann, A., & Shepherd, W. (2011). What's pedagogy anyway? Using pedagogical documentation to engage with the Early Years Learning Framework. NSW: Children's Services Central.

Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2006). Insights: Behind early childhood pedagogical documentation. Castel Hill, NSW: Pademelon Press.

Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2012). Conversations: Behind early childhood pedagogical documentation. Mt Victoria, NSW: Pademelon Press.

Gandini, L. (2012). Connecting through caring and learning spaces. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbara, CAL: Praeger.

Giamminuti, S. (2012). The semiotics of entering: Beauty, empathy and belonging in Reggio Emilia. In A. Fleet, C. Patterson & J. Robertson (Eds.), Conversations: Behind early childhood pedagogical documentation. Castle Hill, NSW: Pademelon Press.

Giudici, C., Rinaldi, C., & Krechevsky, M. (Eds.). (2001). Making learning visible: Children as individual and group learners. Cambridge, MA & Reggio Emilia, Italy: Reggio Children & Harvard Project Zero.

Hill, L. T., Stremmel, A. J., & Fu, V. R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson.

Katz, L. G., Chard, S. C., & Kogan, Y. (2014). Engaging children's minds: The project approach (3rd ed.). Santa Barbara, CAL: Praeger.

Krechevsky, M., Mardell, B., Rivard, M., & Wilson, D. (2013). Visible learners: Promoting Reggio-inspired approaches in all schools. San Francisco: Jossey-Bass.

McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Port Melbourne, VIC: Cambridge University Press.

McLachlan, J. (2006). No, it not okay: Drawing a line in the sand. In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation. Castle Hill, NSW: Pademelon Press.





http://humanities.curtin.edu.au/schools/edu/oua/

Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Dialogue between Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press.

Neugebauer, B. (Ed.). (2011). Environments: A beginnings workshop book. Redmond, WA: Exchange Press.

Porter, L. (2008a). Teacher-parent collaboration: Early childhood to adolescence. Melbourne, VIC: ACER.

Porter, L. (2008b). Young children's behaviour: Practical approaches for caregivers and teachers (3rd ed.). Sydney: Elsevier.

Porter, L. (2014). A comprehensive guide to classroom management: Facilitating engagement and learning in schools. Sydney: Allen & Unwin.

Porter, L. (2015). The guidance approach for practitioners: Workbook. Milton, QLD: Small Poppies International.

Rinaldi, C. (2004). The relationship between documentation and assessment. Innovations in early education: The international Reggio exchange, 11(1).

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Abingdon, Oxon: Routledge.

Shepherd, W., & Eaton, J. (2011). Creating environments that intrigue and delight children and adults. In B. Neugebauer (Ed.), Environments: A beginnings workshop book. Redmond, WA: Exchange Press.

Vecchi, V., Cavallini, I., Filippini, T., & Trancossi, L. (2011). The wonder of learning: The hundred languages of children. Reggio Emilia, Italy: Reggio Children.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment Task 1 - 10%

Exercise: Guiding Children’s Behaviour

Format: Short essay response (800 words) [Individual task]

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Exercise 10 percent Week: 2 Day: Friday 9th September, 2016 Time: 11.59 pm WST

1,2,4

2

Case Study 50 percent Week: 6 Day: Friday 7th October, 2016 Time: 11.59pm WST

1,2,4

3

Investigation 40 percent Week: 12 Day: Friday 18th Nov, 2016 Time: 11.59 pm

2,3,4

4

Professional Experience Placement Pass/Fail Week: 9, 10, 11 Day: Monday 24th October to Friday 11th November. Time: School hours - 30 mins before and after school.

1,2,3,4





1. Follow this link to access the videos tagged ‘conflict resolution’ in the Curtin Videatives database:

l http://streaming.videatives.com.dbgw.lis.curtin.edu.au/tags/conflict%20resolution

If the link does not work for you, follow these instructions:

l Access the Curtin University library ‘Videatives’ database as detailed in your weekly topics. l Go to the left-hand menu ‘By tags’ l Under ‘all tags’ click on ‘conflict resolution’

2. View all Videatives clips on ‘conflict resolution’ that relate to children aged three to five years old. 3. Choose one clip. 4. In 800 words:

l Describe briefly what is happening and the key conflict that is occurring l Discuss how different beliefs about children and children’s behaviour could affect a response to this

situation. l Explain how this situation could be resolved from the perspective of a guidance approach to

behaviour.

2. Assessment Task 2 – 50%

Case Study: Pedagogical Documentation

Format: Documentation Panel & Reflection [Individual task]

Part A: Pedagogical Documentation Panel

1. Gain parental consent to observe 2 children aged 3- 5 years (preferably – if not possible 1 child is ok) in an early childhood setting (prac placement if possible) or home. You will need to specify in your letter to the families that you will be using photos and audio-recording equipment (refer to and adapt the sample consent letter available on the unit Blackboard site).

2. Read Chapter 8 ‘Observing How Children Seek Power, Drama and Adventure’ from your textbook: Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press.

3. Based on your knowledge of this reading and of the interests of the children you will be observing (e.g. princesses, fairies, superheros), design a play-based power/drama/adventure learning experience for the children to engage in. You will need to bring special props and/or use ones that are available in the home or early learning setting. You will need to craft a series of open-ended questions that you will ask the children during the experience to enhance their play encounters. Consider carefully the materials and resources you will need, and how you might prepare the setting. Consider your role in the experience and how you might join in and/or observe the play. What provocations will you offer?

4. Observe the experience and interact with the child/children, enriching the play experiencing by using provocations/props and dialogue/questioning. You should be actively involved and enjoy the experience. Make sure it is a joyful play experience for the child/children involved, and that it offers opportunities to extend learning in meaningful ways. Use audio-recording to capture conversations, and photographs to capture the contexts and interactions.

5. Interpret the children’s learning processes. What do you think is happening? Why? 6. Produce a two-page pdf documentation panel (refer to Blackboard for a sample) that: is aesthetically

pleasing and respectful of the children; makes visible the children’s learning processes; details the essence of the experience; and has strong links to theory (refer to readings and online learning materials for examples). Include photographs and excerpts of conversations, with a strong focus on the children’s words. Ensure you are also visible in one or more photos interacting with the child/children – this is an essential component of the task and your assignment will be deemed incomplete if you are not visible in one or more photos. Include brief links and references to theory/unit readings (these should be extended in the Reflection – refer below).

7. Assess the effectiveness of your documentation panel by: (a) referring to the assessment task rubric provided on the unit Blackboard site; (b) referring to the Making Learning Visible ‘Looking at Documentation Protocols’ (available under Topic 7) and considering how well your documentation responds to the questions that are provided in the protocols. It is recommended that you share your





http://streaming.videatives.com.dbgw.lis.curtin.edu.au/tags/conflict%20resolution

work with a fellow student (online or in class) and use the protocols to assess each other’s work and give feedback on how to improve the documentation.

Part B: Reflection

Include a 1500 word Reflection that addresses the following points:

l Observation (Topic 5). Discuss whether and how your experience and interactions show ‘responsiveness to children’. Use the readings from this topic (with a focus on the relationship between documentation and the EYLF) to discuss: some of the influences on your perceptions; the effectiveness of your observation skills; your responsiveness to the children; how your observation may have been affected by your views of children [use approximately 400 words]

l Interpretation (Topic 6). Discuss your rationale for selecting evidence to include in the panel: why did you choose certain photos/conversation excerpts and discard others? Discuss how you endeavoured to ‘go beyond the obvious’ and ensure you refer to readings from this topic to demonstrate your understanding of the process of selecting evidence and linking to theory [use approximately 500 words].

l Documentation (Topic 7). Discuss how your panel could be shared with others. Refer to readings/learning materials from this topic to explain why it is important for documentation to be shared with others in an act of democracy [use approximately 300 words].

l Assessment for learning (Topic 8). Include a statement assessing the learning that occurred during this experience. You should reference the EYLF (outcomes and principles/practices) and Curtis and Carter Chapter 8 ‘Observing How Children Seek Power, Drama and Adventure’ to draw the essence of the experience and its implications for the children’s learning [use approximately 300 words].

l The Reflection can be written in first person, but ensure it is rigorously written according to the conventions of academic writing, and correctly and assiduously referenced.

3. Assessment Task 3 – 40%

Investigation: Inquiry Approaches and Supportive Learning Environments

Format: Create your own [Individual task]

Word limit: 2000 words [visuals are encouraged]

Following on from your documentation of the learning experience (Assessment Task 2), design an inquiry project.

1. Design an inquiry project that is based on: the children’s interests, their learning, and your interpretations from both your documentation panels and reflections (Assessment task 2); your inquiry questions and intentional teaching choices; your understanding of readings and learning materials from Module 3 and previous Modules.

3. Give a rationale for your choice of inquiry, with links to your previous assessment tasks and policy documents (i.e. EYLF). Your rationale should indicate what ‘big ideas’ might lie behind the children’s interests (for example, Power rather than simply ‘Superheroes’). The project should provide opportunities to extend learning and investigate inquiry questions. Refer to readings from Module 3.

4. List your inquiry questions (refer to Topic 10 to ensure that you are devising effective inquiry questions). Consider carefully the readings and materials for Module 3 that detail how to choose questions for inquiry, and select a model for your inquiry.

5. Describe the ‘provocations’: materials; contexts; settings; resources; groupings; research questions. Use photographs (appropriately credited) to illustrate your plan where appropriate.

6. Describe how you will design an environment for learning that enables children to participate actively, thus enhancing shared resilience. Use photographs to illustrate your design where appropriate, and refer to readings from Module 1 (Topics 2, 3 & 4 in particular) and Module 3.

7. Speculate what steps and directions your project might take and describe the possible scenarios (i.e. excursions, learning experiences, materials etc.).

8. Discuss possible goals for the project with reference to EYLF Outcomes. 9. Describe your assessment strategies (refer to unit readings to support your choice).

10. Refer to unit readings throughout. 11. Respond to the following questions in conclusion.





l How does pedagogical documentation of children’s learning support the creation of supportive learning environments?

l How do inquiry approaches to teaching and learning foster shared resilience for adults and children?

4. Professional Experience Placement You need to successfully complete a three week practical school placement in weeks 9, 10 & 11, you are expected to arrive 30 minutes prior to the school day commencing and depart 30 minutes after the school day finishes. All practicum must be completed within the thirteen week study period. Please read through the 'Professional Practice Guidelines Handbook' to learn about how to organize your placement, identify the paperwork you need to complete and familiarise yourself with the processes involved. The following website provides all placement information: http://www.soecurtin.org/wp/becoming-a-great-teacher/professional-experience Once you have completed your professional practice please email the following documents directly to the OUA Prac office. In some instances schools like to email them directly. Either way we need them very promptly at the completion of your placement. Mentor - Final Teacher Report (Signed) Supervisor - Comments/Assessment forms (Signed) Signed absentee forms/medical certificates. Return directly to OUA Prac Email: [email protected] office directly following the conclusion of the professional practice. Please refer to the Professional Practice Guidelines Handbook for further details.

Pass requirements

In order to pass this unit, students must achieve a Pass for the professional experience component and the coursework component. To pass the coursework component, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a fail (less than 50%) for an assessment but achieves at least 40% of the possible mark for an assessment that was handed in on time should be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. In most cases, resubmissions will be due 7 days after offer.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm





http://www.soecurtin.org/wp/becoming-a-great-teacher/professional-experience

http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 29/12/2016 and 19/01/2017 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://students.curtin.edu.au/administration/

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

If you need specific assistance with blackboard or collaborate you can email Education Learning Technology Support [email protected]

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information

Curtin School of Education Assessment Extension The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual. Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the Unit Coordinator or delegate (i.e., lecturer or tutor) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date. Students will be notified of the outcome of their application for Assessment Extension within five working days of the application. For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay. If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Curtin School of Education Assessment Appeals Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged. It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or Unit Co-ordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format.





http://students.curtin.edu.au/administration/forms.cfm

It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file. If a lecturer or marker encounters a problem with a submitted file, the student will be notified and must provide a readable file within 48 hours of this notification, after which time it will be considered as a late submission. Students should check their Curtin student email daily during the assessment marking period. Student Support

OUA students will find that most information they need can be found on our dedicated student support website: www.soecurtin.org/wp/

Some specific services offered to Curtin OUA students are as below: Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements. To access Smarthinking: 1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/ 2. From My courses & units select the Current units tab

3. Click on the Smarthinking link, next to the list of units

For problems logging in, please contact the OUA Student Advisors by email [email protected] or by telephone +61 03 8628 2555. Curtin Learning Centre

Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre. http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Curtin UniEnglish

This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests. http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Curtin Counselling Open Universities Australia and Curtin University understand that students often juggle study with work, family and other commitments. Balancing competing demands and heavy workloads can have an impact on students and results in difficult emotional responses, such as anxiety, anger, loss of focus and self-doubt. Open Universities Australia offers a free, confidential telephone counselling service to all enrolled OUA students. Call 1300 923 804 or email [email protected] or visit their website. In addition to the counselling service provided by Open Universities Australia, Curtin University offers a variety of counselling services. Visit the CurtinLife website for full details.





http://www.soecurtin.org/wp/

http://www.open.edu.au/

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

https://www.open.edu.au/student-admin-and-support/student-support-services/student-counselling/

http://life.curtin.edu.au/

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

Assessments reviewed

Updates to Professional Practice Handbook regarding timeline of practicum requirements.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date Topic Essential readings Assessment

1. 29 Aug Topic 1

Approaches to guiding behaviour

l Porter, L. (2008). Young children's behaviour: Practical approaches for caregivers and teachers (3rd ed.). Sydney: Elsevier. [Chapters 1 & 2 - available on e-reserve]

Blackboard Collaborate Tuesday 5pm WST Assessment 1

Identify potential participants and

prepare informed consent letter

(Assignment 2)

2. 5 Sept Topic 2

Promoting secure, respectful and reciprocal relationships

l Porter, L. (2014). A comprehensive guide to classroom management: Facilitating engagement and learning in schools. Sydney: Allen & Unwin. [Chapters 10 & 14 - available on e-reserve]

l Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press. [Chapter 10]

l McLachlan, J. (2006). No, it not okay: Drawing a line in the sand. In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation. Castle Hill, NSW: Pademelon Press. [available on e-reserve]

l Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. ACT: Commonwealth of Australia [online link available on Blackboard].

Assignment 1 preparation

Assignment 1 Due

Friday 9th Sept 11.59pm

3. 12th Sept

(Two topics covered this

week).

Topic 3

Creating environments for children to be known and valued: the amiable school

Topic 4

Maintaining supportive environments through collaborative partnerships

l Giamminuti, S. (2012). The semiotics of entering: Beauty, empathy and belonging in Reggio Emilia. In A. Fleet, C. Patterson & J. Robertson (Eds.),Conversations: Behind early childhood pedagogical documentation. Castle Hill, NSW: Pademelon Press. [available on e-reserve]

l Gandini, L. (2012). Connecting through caring and learning spaces. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbara, CAL: Praeger. [available on e-reserve]

l Shepherd, W., & Eaton, J. (2011). Creating environments that intrigue and delight children and adults. In B. Neugebauer (Ed.), Environments: A beginnings workshop book. Redmond, WA: Exchange Press. [available on e-reserve]

l Carter, M., & Curtis, D. (2014). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press. [Chapter 2, available on e-reserve]

l Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. ACT: Commonwealth of Australia [online link available on Blackboard]

l ____________________________

Prepare for Assignment 2

Schedule observation and play experience





l Porter, L. (2008). Teacher-parent collaboration: Early childhood to adolescence. Melbourne, VIC: ACER. [Chapter 1, available on e-reserve].

l Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press [Chapter 11]

l Porter, L. (2015). The guidance approach for practitioners: Workbook. Milton, QLD: Small Poppies International [Chapter 5, available on e-reserve]

l Wien, C. A., & Callaghan, K. (2014). From policing to participation: Overturning the rules and creating an amiable environment. In C. A. Wien (Ed.), The power of emergent curriculum: Stories from early childhood settings (pp. 39-49). Washington D.C.: National Association for the Education of Young Children [available on e-reserve]

l Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. ACT: Commonwealth of Australia [[online link available on Blackboard].

Blackboard Collaborate Tuesday 5pm WST Assessment 2

4. 19 Sept Topic 5

Observation: Responsiveness to children

l Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press [Introduction & Chapter 1]

l Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press [Chapters 1 & 2]

l Duncan, R. (Ed.). (2011). Early Years Learning Framework in action: Belonging, being and becoming. Osborne Park, Western Australia: Association of Independent Schools Western Australia [pp.129-146 - available on e-reserve]

l Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. ACT: Commonwealth of Australia [online link available on Blackboard].

Prepare for Assignment 2

5. 26 Sept Topic 6

Interpretation: selecting evidence and linking to theory

l Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press [Chapter 2]


Consolidate assignment 2





Fleet, A., Honig, T., Robertson, J., Semann, A., & Shepherd, W. (2011). What's pedagogy anyway? Using pedagogical documentation to engage with the Early Years Learning Framework. NSW: Children's Services

Central [online link available on Blackboard].

6.. 3 October Topic 7

Documentation: Making learning visible

l Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press [Chapters 3 & 4]


Assignment 2 due

Friday 7 Oct 11.59pm

7. 10 October Topic 8

Assessment for learning

l Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press [Chapter 14]

l Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. ACT: Commonwealth of Australia [online link available on Blackboard]..

l Rinaldi, C. (2004). The relationship between documentation and assessment. Innovations in early education: The international Reggio exchange, 11(1) [online link available on Blackboard].

WA School Curriculum and Standards Authority _ Assessment Principles and Practice [online link

available on Blackboard]. Blackboard Collaborate Tuesday 5pm WST

Assignment 3

Plan for assignment 3

8. 17 Oct Topic 9

Approaches to planning for inquiry

Topic 10

Developing questions to guide inquiry

l Katz, L. G., Chard, S. C., & Kogan, Y. (2014). Engaging children's minds: The project approach (3rd ed.). Santa Barbara, CAL: Praeger. [Chapter 2 - available on e-reserve]

l Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press. [Chapter 5]

Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press [Chapter 6].

Professional Practice Kindergarten or Foundation level school context preparation- Guidelines read

l Hill, L. T., Stremmel, A. J., & Fu, V. R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson.

Plan and draft for assignment 3

Assessment 4

Professional Practice

Kindergarten or Foundation level school context

preparation





[Chapter 3, available on e-reserve].

Krechevsky, M., Mardell, B., Rivard, M., & Wilson, D. (2013). Visible learners: Promoting Reggio-inspired

approaches in all schools. San Francisco: Jossey-Bass. [Chapter 1 - available on e-reserve]

9. 24 October Professional Practice week 1

10. 31 October Professional Practice week 2

11. 7 November

Professional Practice week 3

12. 14 Nov Topic 11

Inquiry as intentional teaching

l Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press. [Chapters 5, 7, 8 & 9]

Assignment 3 Due Friday 18

November 11.59pm

13. 21 Nov Topic 12

Early year’s settings as places of research: ongoing learning and reflective practice.

l Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press. [Chapter 5 - revisit & Chapter 6]

l Curtis, D., Lebo, D., Cividanes, W. C. M., & Carter, M. (2013). Reflecting in communities of practice: A workbook for early childhood educators. St Paul, MN: Redleaf Press. [Chapter 1 - available on e-reserve]

l McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Port Melbourne, VIC: Cambridge University Press [Chapter 5 - available on e-reserve]

Please complete eValuate





edec3010 ede322 professional studies in supportive...

Documents