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Professional Pedagogical Practices (P3) (EDUC91024)
Graduate courseworkPoints: 25Online
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
April
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Overview
| Availability | April - Online |
|---|---|
| Fees | Look up fees |
The Victorian Early Years Learning and Development Framework begins with the cultural knowledge story developed by Dr Sue Atkinson, a Yorta Yorta woman, and Annette Sax, a Taungurung woman, positioning Indigenous knowledges as first in understanding how to practice as early childhood teachers. Using the cultural knowledge articulated through the framework, teacher candidates will engage with the Learning and Development Outcomes, Practice Principles and Transitions as explained through the story descriptions inclusive of Indigenous Worldviews. This subject will focus on understanding the learner including:
- foregrounding the image of children, families, teachers, and communities as capable and contributing to learning and teaching,
- interrogating multiple theories and worldviews of child development,
- creating curriculum that builds relationships with children, families, environment, and local place, and
- utilising assessments to make visible teaching, learning, listening, care, relationships, and understandings.
This subject will include 60 days of placement:
- 10 days 0‐2 aged children setting
- 35 days in 3‐5 aged children setting
- 5 days in primary (Foundation 2) settings
- 10 days in a community setting (for example, multi‐age playgroup or afterschool program)
Intended learning outcomes
On completion of this subject, students should be able to:
- Conceptualise how to initiate learning and teaching with connection to local place and cultural knowledge stories as the foundation of experiences throughout the early childhood setting
- Synthesise how theory, practice, and content knowledge connect and inter-related to support multiple understandings of children as learners, meaning-makers, and contributing citizens of the now
- Initiate and mediate ethical and respectful relationships with children, families, teachers, communities, and environments
- Illustrate the nature of the learning process and strategies used by each child and adult (teacher, parent), individually and as a group
- Create documentation to support the teacher candidate to revisit and assess learning and relationships in time, space, and action as a knowledge building endeavour
- Interrogate and connect the VEYDLF, EYLF, Planning Cycle, National Quality Standards, Child Safe Standards, Code of Ethics, and relevant legislative acts and regulations to teaching and learning practices
- Determine the characteristics of learners, and the diverse cultural, social and linguistic family backgrounds
- Implement multiple and interdisciplinary teaching strategies that utilise play-based learning ecologies, digital technologies, and ICT
Generic skills
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
P3 Multimodal Journal (10 entries x 200 words each; equally weighted)
| From Week 1 to Week 12 | 20% |
Multimodal presentation
| Week 14 | 40% |
Report: Cultural knowledge survey and action plan for each placement setting* (4 entries x 200 words each; equally weighted)
| Survey completed in the first few days of placement, action plan completed at the end of each placement. Timing is dependent on placement. | 20% |
Report: Sustainable practices survey and action plan for each placement setting* (4 entries x 200 words each; equally weighted)
| Survey completed in the first few days of placement, action plan completed at the end of each placement. Timing is dependent on placement. | 20% |
| Hurdle requirement: Collaborative Professional Pedagogical Practice Collage (report) (CP3C) for each setting* | Submitted at the end of each placement. Timing is dependent on placement. | N/A |
| Hurdle requirement: 100% attendance on all 60 placement days | Throughout the placements | N/A |
Additional details
*Placement settings:
- Ages 0-2 years setting
- Ages 3-5 years setting
- Primary setting
- Community setting
Last updated: 10 February 2024
Dates & times
- April - Online
Coordinator Catherine Hamm Mode of delivery Online Contact hours 60 days of placement (10 days 0-2 aged children setting, 35 days in 3-5 aged children setting, 5 days in primary (Foundation- 2) setting, and 10 days in a community setting) plus 48 hours (may include virtual office hours through chat/zoom, video mail bag, discussion boards, flip grids, and interactive readings) Total time commitment 408 hours Pre teaching start date 22 April 2024 Pre teaching requirements During the pre-teaching period, students should familiarise themselves with the online platform and may like to take the opportunity to read through preliminary information about the subject and the services and support that is available to them. Students are encouraged to use this time to also introduce themselves to peers and teaching staff and to learn about those they will be studying with throughout the term. Time commitment is approximately 6 hours. Teaching period 29 April 2024 to 15 September 2024 Last self-enrol date 23 April 2024 Census date 24 May 2024 Last date to withdraw without fail 26 July 2024 Assessment period ends 22 September 2024 April contact information
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Diploma in Early Childhood Teaching
Last updated: 10 February 2024