Field Based Internship

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2024/20

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Field Based Internship

Unit ID:

EEZED3723

Credit Points:

15.00

Prerequisite(s):

Nil

Co-requisite(s):

(EDECE1020 or EDECE3029)

Exclusion(s):

(EEZED2712)

ASCED:

070101

Other Change:

Brief description of the Unit

This unit supports the professional experience in the Bachelor of Education (Early Childhood Education) in which the Pre-Service Teachers (PSTs) complete a 15-day field based early childhood internship with children under three years. The PSTs are introduced to the individual and collective understandings of the education professional. Learning is framed within the context of developing practices and knowledge associated with becoming an active and engaged professional early childhood teacher. PSTs will examine verbal and non-verbal communication strategies to support the learning and engagement of young children. Effective communication strategies to work with the professional learning community and parents/carers are considered.
Drawing on the relevant legislative policies, PSTs consider their ethical responsibility to young children and describe strategies that support the wellbeing and safety of young children in early childhood settings. PSTs are required to complete the activities outlined in Professional Experience Assessment Report (Form A). This will take place in collaboration with their Mentor Teacher in the early childhood setting in which the placement occurs. The PSTs will also document their professional learning in Professional Experience Pre-Service Teacher Learning Log (Form B) supported by their assigned University Mentor.

Grade Scheme:

Ungraded (S, UN)

Work Experience Indicator:

No work experience

Placement Component:

Yes - days

Supplementary Assessment:No

Supplementary assessment is not available to students who gain a fail in this Unit.

Course Level:

Learning Outcomes:

Knowledge:

K1.	Connect theoretical learning with the practice of teaching in an authentic education environment

K2.	Receive and reflect on critical and meaningful feedback

K3.	Inquire into their own and others teaching practice appropriate to the professional

K4.	Investigate a range of current communication theories for teaching

K5.	Identify verbal and non-verbal communication strategies that support the engagement of young children

K6.	List the mandatory reporting requirements associated with teaching

K7.	Explore the APST and the purpose of these in the profession to identify professional learning needs.

Skills:

S1.	Negotiate professional duties and teaching and learning tasks with the supervising mentor

S2.	Set personal goals for future learning and research

S3.	Reflect on strengths and future needs as a learner and as a teacher and utilise constructive feedback principles to improve teaching practice

S4.	Document observations and learning experiences

S5.	Examine a range of verbal and non-verbal communication strategies to enhance teaching and learning

S6.	Explain mandatory reporting requirements associated with teaching

Application of knowledge and skills:

A1.	Nominate, complete and document personal learning tasks that are relevant to the setting in which the internship is conducted

A2.	Reflect-on-action related to personal learning in an on-line journal

A3.	Develop an online Professional Experience resource folder that includes tasks based on the Professional Standards, as well other learning

Unit Content:

Topics may include:
1. Professional experience placement requirements
2. 15 day field-based early childhood internship working with children under three years
3. Legislative policies that underpin ethical responsibility
4. Strategies to maintain the wellbeing and safety of young children in educational contexts
5. Verbal and non-verbal communication strategies to support learning and engagement
6. Communication strategies to involve parents/carers in the educative process
7. Introduction to using a range of data to inform teaching and learning
8. Introduction to legislative requirements, ethics, codes of conduct and mandatory reporting
9. Constructive feedback principles using the transactional process model
10. APST and their role in the profession.

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.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Learning outcomes (KSA)	Assessment task (AT#)
FEDTASK 1 Interpersonal	Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams.	S1, S4	AT1, AT2
FEDTASK 2 Leadership	Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative	Not applicable	Not applicable
FEDTASK 3 Critical Thinking and Creativity	Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving.	K2, K3, A2	AT2
FEDTASK 4 Digital Literacy	Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities.	Not applicable	Not applicable
FEDTASK 5 Sustainable and Ethical Mindset	Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life.	Not applicable	Not applicable

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, S1, S2, A1, A2. APST 1.1, 1.3, 3.3, 3.4, 3.5, 3.7, 4.4, 7.1, 7.2, 7.3	Complete Professional Experience Assessment Report (Form A) in collaboration with mentor teacher	Hurdle	S/U
2.	K1, K2, K3, K7, S1, S2, S3, S4, A1, A2, A3. APST 1.1, 1.3, 3.3, 3.4, 3.5, 3.7, 4.4, 7.1, 7.2, 7.3	Establish, reflect and evaluate learning goals and professional learning against the Australian Professional Standards for Teachers in Pre Service Teaching Learning Log (Form B)	Hurdle	S/U
3.	K1, K2, K3, K4, K5, K6, K7, S1, S2, S3, S4, S5, S6, A1, A2, A3. APST 1.1, 1.3, 3.3, 3.4, 3.5, 3.7, 4.4, 7.1, 7.2, 7.3	Completion of 15 day internship in an early childhood setting	Hurdle	S/U

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	1. Know students and how they learn
		1.1 Physical, social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.	Yes	Intermediate
		1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.	Yes	Intermediate
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Intermediate
		3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.	Yes	Intermediate
		3.5 Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.	Yes	Intermediate
		3.7 Engage parents/ carers in the educative process Describe a broad range of strategies for involving parents/carers in the educative process.	Yes	Intermediate
	4. Create and maintain supportive and safe learning environments
		4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions.	Yes	Intermediate
		4.4 Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.	Yes	Intermediate
Professional Engagement
	7. Engage professionally with colleagues, parents/carers and the community
		7.1 Meet professional ethics and responsibilities Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.	Yes	Intermediate
		7.2 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.	Yes	Intermediate
		7.3 Engage with the parents/carers Understand strategies for working effectively, sensitively and confidentially with parents/carers.	Yes	Intermediate