In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
Early Childhood education and care services have an important role in ensuring that Australia’s vision for all children to thrive in their early years will be accomplished. Enacting curriculum with children to ensure their holistic development requires thoughtful decision making that draws on professional knowledge, knowledge of children and local contexts, and understandings of the relevant learning framework. As you examine approaches to curriculum that are responsive to children, you will consider also how the way we view children impacts our work with them. You will research and apply strategies for gathering data about children’s learning with particular attention given to sharing information with stakeholders. You will analyse the learning of children to document their curiosities, capabilities, discoveries, knowledge skills, theories and involvement in learning. Drawing on your engagement with observing, assessing and documenting learning, you will reflect critically to determine implications for your future learning and practice.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Synthesise approaches to curriculum that are responsive to children to create a multimedia presentation
- Appraise perspectives of children embedded in the selected policy text/s and explicate how such views impact how teachers work with young children
- Research and apply strategies for gathering data about children’s learning with particular attention given to sharing information with important stakeholders (families), including Aboriginal and Torres Strait Island families and explain challenges for educators
- Analyse the learning behaviour of children to document their curiosities, capabilities, discoveries, knowledge skills, theories and involvement in learning
- Generate visual documentation to make visible your analysis of children’s learning
- Explicate links to the practices outlined in Belonging, Being and Becoming: Early Years Learning Framework for Australia
- Reflect critically on the impact of your observations of children on future learning and practice.
This unit contributes to meeting the curriculum content requirements outlined by the Australian Children's Education & Care Quality Authority (ACECQA).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Presentation - 40% | |||||||
| 2 - Written Assessment - 60% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Knowledge | |||||||
| 2 - Communication | |||||||
| 3 - Cognitive, technical and creative skills | |||||||
| 4 - Research | |||||||
| 5 - Self-management | |||||||
| 6 - Ethical and Professional Responsibility | |||||||
| 7 - Leadership | |||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||||