| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Planning Effective Learning Environments for Learning and
Teaching |
| Unit ID: | EDMAS6028 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to develop the Pre-Service Teachers (PSTs) techniques for observing, documenting, planning, assessing and evaluating children's learning using play-based pedagogies. Children's capabilities, skills and interests will be examined through observation, documentation and analysis as an impetus for engaging young learners. PSTs will also draw upon current curricula, theories of learning and development to interpret observational documentation and assess learning. PSTs will use their skills and techniques in documenting and analysis to provide feedback to children and families. PSTs will further develop their understanding of psychological and sociological theoretical constructs in relation to communicating and interacting with children in culturally sensitive and appropriate ways giving consideration to the total wellbeing of children. This unit will highlight the importance of child, family and community consultation and partnerships in the planning of effective environments and assessing of learning. In addition, implications of multicultural and Aboriginal and Torres Strait Islander perspectives on environments, planning and assessing will be examined. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explore research into the effectiveness of a range of observation, documentation and teaching strategies |
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| K2. | Describe implications of learning and developmental theory on planning and assessment and the provision of effective learning environments for young children |
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| K3. | Assess learning and development in order to plan culturally appropriate and engaging experiences for young children using a learning and teaching cycle |
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| K4. | Demonstrate a deep understanding of how the learning environment, selection of resources, play based pedagogies and teaching strategies engage young learners and the implications for wellbeing |
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| Skills: |
| S1. | Use a wide range of observational techniques to assess learning and development over time |
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| S2. | Use current curricula to plan and assess learning and demonstrate ability to use evaluation and reflection to improve teaching and learning. |
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| S3. | Plan a series of learning experiences based on children's interests, abilities, inclinations to explore and play, curiosities, funds of knowledge, sense of fun and playfullness and sociocultural backgrounds of children |
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| Application of knowledge and skills: |
| A1. | Examine a range of historical and theoretical perspectives and their impact on teaching and assessment |
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| A2. | Demonstrate a deep understanding of the impact of sociocultural background on the selection of appropriate resources, planning, teaching, assessment and managing effective environments that consider the wellbeing of young children |
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| A3. | Develop skills in sequencing engaging learning experiences and planning learning environments based on knowledge of curricula, children's interests, strengths and backgrounds |
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| Unit Content: |
Topics to be covered may include:
• Implications of learning and developmental theories on planning and assessing
• Techniques for observing and documenting
• Interpreting observation data
• Planning for learning and teaching including the role of the environment
• Resources and materials
• Teaching and learning strategies, including play-based approaches, inclusive, engaging strategies and those that are responsive to the needs of learners from diverse cultural and Aboriginal and Torres Strait Islander backgrounds
• Formal, informal, diagnostic, formative and summative assessment
• Teaching and learning cycles
• Using critical reflection to refine and improve teaching and assessment
• Relationships and interactions with learners
• Learning environments including a focus on natural environments |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 3 - N/A | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1 | Students to answer questions on current curricula, observation techniques and assessment types. | Hurdle | U/S | | 2. | K1, K2, K3, K4, S2, S3, A1, A2, A3 | Portfolio of Tasks Students to complete tasks and submit as a portfolio. Tasks may include observation, documentation of learning; planning; peer feedback; reflection on the teaching and learning cycle | Portfolio | 40-60% | | 3. | K2, K3, K4, S1, S2, S3, A2, A3 | Planning for Learning Observe, analyse and document the learning of children. Plan and implement a series of learning experiences that cater for the interests, abilities and dispositions of children. Summarize childrens learning and development in relation to current curriculum outcomes (EYLF or VEYLDF). Document the process of curriculum decision making, including selection of materials, teaching strategies, learning outcomes and the role of the environment in the teaching and learning process | Report | 40-60% |
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