Aboriginal and Torres Strait Islander: Learning and teachingEDBED3016
Semester one
This subject is designed to engage pre-service teachers in developing cultural awareness and classroom strategies for improving learning outcomes through best practice models in teaching Aboriginal and Torres Strait Islander students and promoting reconciliation between Indigenous and non-Indigenous Australians. Pre-service teachers will develop broad knowledge, understanding and an appreciation for Aboriginal and Torres Strait Islander peoples, histories, cultures and languages to meet current curriculum priorities and Australian Professional Standards for Teachers expectations and requirements. Stemming from understandings of historical relationships between non-Indigenous and Indigenous Australians, pre-service teachers will explore and engage with appropriate cultural protocols, as well as culturally inclusive teaching pedagogies, to develop positive and inclusive learning programs and outcomes for all students.
Art, Movement and Music in Early Childhood SettingsEDECE3028
Semester one
This subject will explore music, movement and visual arts as a series of expressive and creative experiences that contribute to the development, learning and wellbeing of young children. The course will introduce pre-service teachers (PSTs) to various strategies and resources to plan, implement and assess arts-based experiences for young children.
Nature Pedagogy (Summer school)EDECE3018
Semester one
This subject is designed to provide PSTs with a deep understanding of the theory and pedagogical approaches and practices of learning with nature as an alternative approach and pedagogy to curriculum design. Historical and contemporary approaches to nature programs will be addressed including the impact of Aboriginal and Torres Strait Islander perspectives on early nature programs in Australia. This subject will acquaint PSTs with the value and benefits of learning with nature and how these approaches generate opportunities to differentiate teaching strategies and methods to meet a range of childrens' abilities, interests and dispositions, including children with special needs and those from culturally diverse backgrounds. PSTs will also come to understand that learning with nature supports other curriculum approaches and pedagogies such as play-based pedagogies, inquiry learning stances, socially inclusive practices and learner engagement. PSTs will explore a range of curriculum teaching areas, in particular science and environmental education, numeracy and technology and how nature programs can meet curricula, teaching methods and legislative requirements of curriculum areas and other regulatory frameworks. PSTs will examine how children's health, wellbeing and safety can be addressed in nature programs and how such programs incorporate notions of diversity, difference and inclusion. PSTs will come to understand the importance of family and community partnerships in the planning, programming and evaluation of nature programs and will be able to demonstrate the ability to plan for children prior-to-school, particularly within the science curriculum area.
Catering for Diversity in Inclusive Early Childhood SettingsEDECE3024
Semester one
This subject will focus on inclusion for children with diverse educational needs in the context of early childhood education and care settings. Pre-service teachers will reflect on their personal beliefs and attitudes and examine environmental and social factors to identify potential barriers to access and inclusion. A range of principles, theoretical perspectives, legislation and practices to support the rights and needs of all children will be explored. The subject emphasises strengths-based approaches and collaboration with all stakeholders.
Professional Experience 3EEZED3712
Semester one
This subject, which will expand Pre-Service Teachers' (PSTs) competencies as professional teachers, supports a ten day supervised teaching experience in an educational setting or educational program. It is designed to encourage, inspire and challenge PSTs to explore alternative learning settings in which high quality educational practice occurs. The placement is underpinned by the intention to extend the PSTs' perceptions of teaching and learning beyond the traditional and familiar educational environment.
Curriculum ApproachesEDECE2016
Semester two
This subject is designed to introduce Pre-Service Teachers (PSTs) to influential theoretical thinkers in the field of early childhood education. PSTs will explore and critique both historical and contemporary theories of learning and development and the ways these impact upon curriculum approaches and pedagogy. PST's will participate in critical reflection regarding their own values and beliefs about children's learning and development. Knowledge and skills will be acquired which will enable PST's to develop a curriculum document incorporating a teaching philosophy, curriculum approaches, learning outcomes and pedagogy. A variety of early childhood educational contexts will be considered in this course including multicultural and Aboriginal and Torres Strait Islander perspectives on the teaching of young children.
Early Childhood Language and LiteraciesEDECE2020
Semester two
This subject is designed to allow Pre-Service Teachers (PST) to explore the theoretical underpinnings and sociocultural perspectives of language development and literacy acquisition in early childhood. The symbolic representations of language through play-based pedagogies and other key literacy pedagogies in early childhood will be examined. The design and function of multimedia texts, digital technologies, popular culture and new media is examined. PSTs will explore socially inclusive practices that include language users that have English as an additional language, language and diversity and Aboriginal and Torres Strait Islander literacies.
Social Justice and Agency in ECE SettingsEDECE4004
Semester two
Children’s agency is centered on the beliefs that children have a right to participate in decisions that affect them, are capable of making choices and decisions, and can initiate and lead their own learning. In this subject, Pre-Service Teachers (PSTs) consider the frameworks and models of children’s participation in which the concept of agency can be considered and theorised. Social justice and children’s rights are considered as important interrelated concepts. PSTs identify and discuss children’s agency and how it can be supported or inhibited. Ways of listening to children and ensuring their authentic participation, particularly with regard to their learning, are considered. PSTs design a learning program, within an open-ended learning environment, that acknowledges and supports their agency and builds on children’s culture, strengths, interests and knowledge.
Professional Experience Early Childhood FinalEEZED4722
Semester two
This subject supports the final professional experience in the Bachelor of Education (Early Childhood Education) in which Pre Service teachers (PSTs) complete 30 days of Professional Experience in an early childhood centre with children from three years of age to school entry. Assessment of PST achievement against all Australian Professional Standards for Teachers is undertaken at the completion of the placement.
Chisholm is a Registered Training Organisation (RTO) and provides Nationally Recognised Training (NRT). This means you can be assured that our training will provide you with a qualification that is recognised and respected across Australia.