Recommended Study Sequence

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students' understanding of the investgative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive and challenging ways in the learning environment. This unit will foster positive dispositions towards, science, mathematics and technology in both themselves and young children.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, movement and visual arts in prior to school and school contexts. Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children's play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of art forms both as powerful teaching and learning strategies across the early childhodd years and as creative arts in their own right.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

In this unit students will interact with children under three years of age, with the staff who care for them in centre based care, and with childrens' families. Students will apply emerging and developing knowledge about their own professional growth, children and families to processes of documenting learning, planning environments and learning experiences and evaluating outcomes within caring well planned environments. Students are expected to apply knowledge gained in supporting units to their development of a Professional Experience Portfolio and to children's records. They will focus on the development of their own communication skills and understandings of the role of the early childhood educator. They will assist in the day to day running of a service for children.

Educators of young children are responsible for guidking and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children's social and cultural contexts the guidance and management of children's behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of aproaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children's development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature of literacy learning which incorporates listening, speaking, reading, wiriting, spelling, drawing, visual literacy and critical literacy as it occurs in children's daily lives in diverse contexts. It is important to consider the language and literacy learning process for second as well as first English language users. The unit also focuses on the role of early childhood educators in supporting young children's literacy in settings and schools by recognizing the value of home literacies and by the establishment of environments reflecting a range of literacy practices and artefacts.

This unit examines a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. It explores stategies for connecting curriculum to children's social worlds and for facilitating in-depth investigations and critical thinking. Students will examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Students will also become familiar with the NSW Board of Studies Personal Development, Health and Physical Development Syllabus in this unit and investigate transition to school programs.

In this unit students will interact with either children 3-5 or 5-8 years of age, with the staff who work with them in centres or schools, and with children's familes. Students will apply emerging and developing knowledge about their own professional growth, and children and families to a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. Students are expected to apply strategies for connecting curriculum to children's social worlds and for facilitating in-depth investgations and critical thinking. They will focus on the development of their own communication skills and understandings of the role of the ethical early childhood educator to apply and refine strategies for organising the total learning environment in ways that cater for diverse interests, abilities and backgrounds. They will assist in the day to day running of programs for children, focusing on either the 3-5 age group or the 5-8 age group. Students will focus some planning on the personal development, health and physical education, maths, science and technology, prosocial behaviours and transition to school programs.

This unit explores management theory and practice in the context of early childhood, school and community settings. Managing complex social organizations such as these requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. Strategic planning and evaluation are importan components of this unit.

In this unit, students will draw on Bourdieu's frameworks of social and cultural capital and critically examine the relationship between the 'self' and the 'social' in relation to how children learn about identity, family, culture, environments, social justice, critical thinking, decision-making, understanding and promoting diversity in a globalised changing world. This unit develops students' understanding of social worlds curriculum through the exploration of key curriculum frameworks in both prior-to-school and school settings.

Key to the unit is the development of a critically reflexive orientation and the development of collaborative reflective strategies as they relate to curriculum planning, implementation and evaluation. The unit locates this important attribute in the context of understandings of professionalism and aims to position students as pedagogical leaders in the field of early childhood education.

In this unit students interact with children in settings for 3-5 year olds or 5-8 year olds. They will apply a reflexive approach to curriculum planning, implementation and evaluation. Students are required to engage in professional leadership experiences that demonstrates a critically reflexive orientation to inform approaches and strategies appropriate for the use of beginning teachers.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature of literacy learning which incorporates listening, speaking, reading, wiriting, spelling, drawing, visual literacy and critical literacy as it occurs in children's daily lives in diverse contexts. It is important to consider the language and literacy learning process for second as well as first English language users. The unit also focuses on the role of early childhood educators in supporting young children's literacy in settings and schools by recognizing the value of home literacies and by the establishment of environments reflecting a range of literacy practices and artefacts.

Educators of young children are responsible for guidking and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children's social and cultural contexts the guidance and management of children's behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of aproaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children's development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

In this unit students will interact with children under three years of age, with the staff who care for them in centre based care, and with childrens' families. Students will apply emerging and developing knowledge about their own professional growth, children and families to processes of documenting learning, planning environments and learning experiences and evaluating outcomes within caring well planned environments. Students are expected to apply knowledge gained in supporting units to their development of a Professional Experience Portfolio and to children's records. They will focus on the development of their own communication skills and understandings of the role of the early childhood educator. They will assist in the day to day running of a service for children.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students' understanding of the investgative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive and challenging ways in the learning environment. This unit will foster positive dispositions towards, science, mathematics and technology in both themselves and young children.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, movement and visual arts in prior to school and school contexts. Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children's play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of art forms both as powerful teaching and learning strategies across the early childhodd years and as creative arts in their own right.

This unit examines a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. It explores stategies for connecting curriculum to children's social worlds and for facilitating in-depth investigations and critical thinking. Students will examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Students will also become familiar with the NSW Board of Studies Personal Development, Health and Physical Development Syllabus in this unit and investigate transition to school programs.

In this unit students will interact with either children 3-5 or 5-8 years of age, with the staff who work with them in centres or schools, and with children's familes. Students will apply emerging and developing knowledge about their own professional growth, and children and families to a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. Students are expected to apply strategies for connecting curriculum to children's social worlds and for facilitating in-depth investgations and critical thinking. They will focus on the development of their own communication skills and understandings of the role of the ethical early childhood educator to apply and refine strategies for organising the total learning environment in ways that cater for diverse interests, abilities and backgrounds. They will assist in the day to day running of programs for children, focusing on either the 3-5 age group or the 5-8 age group. Students will focus some planning on the personal development, health and physical education, maths, science and technology, prosocial behaviours and transition to school programs.

This unit explores management theory and practice in the context of early childhood, school and community settings. Managing complex social organizations such as these requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. Strategic planning and evaluation are importan components of this unit.

In this unit, students will draw on Bourdieu's frameworks of social and cultural capital and critically examine the relationship between the 'self' and the 'social' in relation to how children learn about identity, family, culture, environments, social justice, critical thinking, decision-making, understanding and promoting diversity in a globalised changing world. This unit develops students' understanding of social worlds curriculum through the exploration of key curriculum frameworks in both prior-to-school and school settings.

Key to the unit is the development of a critically reflexive orientation and the development of collaborative reflective strategies as they relate to curriculum planning, implementation and evaluation. The unit locates this important attribute in the context of understandings of professionalism and aims to position students as pedagogical leaders in the field of early childhood education.

In this unit students interact with children in settings for 3-5 year olds or 5-8 year olds. They will apply a reflexive approach to curriculum planning, implementation and evaluation. Students are required to engage in professional leadership experiences that demonstrates a critically reflexive orientation to inform approaches and strategies appropriate for the use of beginning teachers.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, movement and visual arts in prior to school and school contexts. Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children's play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of art forms both as powerful teaching and learning strategies across the early childhodd years and as creative arts in their own right.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

In this unit students will interact with children under three years of age, with the staff who care for them in centre based care, and with childrens' families. Students will apply emerging and developing knowledge about their own professional growth, children and families to processes of documenting learning, planning environments and learning experiences and evaluating outcomes within caring well planned environments. Students are expected to apply knowledge gained in supporting units to their development of a Professional Experience Portfolio and to children's records. They will focus on the development of their own communication skills and understandings of the role of the early childhood educator. They will assist in the day to day running of a service for children.

Educators of young children are responsible for guidking and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children's social and cultural contexts the guidance and management of children's behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of aproaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children's development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature of literacy learning which incorporates listening, speaking, reading, wiriting, spelling, drawing, visual literacy and critical literacy as it occurs in children's daily lives in diverse contexts. It is important to consider the language and literacy learning process for second as well as first English language users. The unit also focuses on the role of early childhood educators in supporting young children's literacy in settings and schools by recognizing the value of home literacies and by the establishment of environments reflecting a range of literacy practices and artefacts.

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students' understanding of the investgative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive and challenging ways in the learning environment. This unit will foster positive dispositions towards, science, mathematics and technology in both themselves and young children.

In this unit, students will draw on Bourdieu's frameworks of social and cultural capital and critically examine the relationship between the 'self' and the 'social' in relation to how children learn about identity, family, culture, environments, social justice, critical thinking, decision-making, understanding and promoting diversity in a globalised changing world. This unit develops students' understanding of social worlds curriculum through the exploration of key curriculum frameworks in both prior-to-school and school settings.

This unit examines a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. It explores stategies for connecting curriculum to children's social worlds and for facilitating in-depth investigations and critical thinking. Students will examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Students will also become familiar with the NSW Board of Studies Personal Development, Health and Physical Development Syllabus in this unit and investigate transition to school programs.

In this unit students will interact with either children 3-5 or 5-8 years of age, with the staff who work with them in centres or schools, and with children's familes. Students will apply emerging and developing knowledge about their own professional growth, and children and families to a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. Students are expected to apply strategies for connecting curriculum to children's social worlds and for facilitating in-depth investgations and critical thinking. They will focus on the development of their own communication skills and understandings of the role of the ethical early childhood educator to apply and refine strategies for organising the total learning environment in ways that cater for diverse interests, abilities and backgrounds. They will assist in the day to day running of programs for children, focusing on either the 3-5 age group or the 5-8 age group. Students will focus some planning on the personal development, health and physical education, maths, science and technology, prosocial behaviours and transition to school programs.

This unit explores management theory and practice in the context of early childhood, school and community settings. Managing complex social organizations such as these requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. Strategic planning and evaluation are importan components of this unit.

Key to the unit is the development of a critically reflexive orientation and the development of collaborative reflective strategies as they relate to curriculum planning, implementation and evaluation. The unit locates this important attribute in the context of understandings of professionalism and aims to position students as pedagogical leaders in the field of early childhood education.

In this unit students interact with children in settings for 3-5 year olds or 5-8 year olds. They will apply a reflexive approach to curriculum planning, implementation and evaluation. Students are required to engage in professional leadership experiences that demonstrates a critically reflexive orientation to inform approaches and strategies appropriate for the use of beginning teachers.