edu3cat connections and transitions 3 5 yrs old
CONNECTIONS AND TRANSITIONS: 3-5 YEAR OLD PLACEMENT
EDU3CAT
2019
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 and completed EDU2ELE
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Programming and Planning in Early Childhood Settings (7th Edition). | Recommended | Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S., (2018). | Victoria: Cengage Learning |
| Readings | National quality framework for early childhood education and school aged care. | Recommended | Council of Australian Governments. (2009). | Canberra, ACT: Department of Education, Employment and Workplace Relations. |
| Readings | Belonging, being and becoming: the early years learning framework for Australia. | Recommended | Council of Australian Governments. (2009). | Canberra, ACT: Department of Education, Employment and Workplace Relations |
| Readings | Education and Care Services National Regulations. | Recommended | Ministerial 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:
- Lecture & online materials
- 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
- 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
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Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorLeanne Grogan
Class requirements
LectureWeek: 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.
Assessments
| Assessment element | Comments | % | 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 | Hurdle - Successful completion of this component | 01, 02, 03 |
Shepparton, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorLeanne Grogan
Class requirements
LectureWeek: 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.
Assessments
| Assessment element | Comments | % | 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 | Hurdle - Successful completion of this component | 01, 02, 03 |