| AQF Level |
Level 7 Bachelor Degree |
| Overview and Aims of the Program |
The Bachelor of Teaching (Early Childhood Communities) is a degree (alternative entry program) that targets Aboriginal and Torres Strait Islander peoples pursuing university qualification as early childhood teachers. It is offered through the Institute of Early Childhood, in association with Warawara, Department of Indigenous Studies. Many students who choose to study this degree are already working in children’s services across communities in far-ranging geographical areas from all states and territories in Australia. This degree is valuable for many forms of employment, and qualifies students to teach children aged birth to five years in prior to school settings such as preschools, childcare, and Multifunctional Aboriginal Children’s Services (MACS). The degree is offered through ‘block release’, intensive on campus mode (approximately ten days twice a semester), supported by study materials, federally funded tutors, and on-line discussions. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
1. review, analyse and synthesise in-depth knowledge of children’s learning and development across the age range birth to five years within the context of the broader diversity of Australian Society (K, T)
2. articulate and apply in-depth knowledge of education theory and curriculum approaches that result in best outcomes for children’s learning (K, T, P)
3. appraise and critically reflect on theory and practice in child development, health and wellbeing, curriculum, pedagogy, leadership and management (K, T)
4. apply sound pedagogical knowledge within prior-to-school educational settings through planning, facilitation and evaluation of children’s learning in field placements with Aboriginal and Torres Strait Islander Students (K, T, P, I, C, J)
5. communicate effectively as ethical, reflective and informed practitioners when working with colleagues, children, families, and other early childhood stakeholders (K, C, E, J)
6. apply professional judgment in relation to working in collaboration with communities to increase the quality of education and care experiences for young children, particularly in Aboriginal and Torres Strait Islander contexts (K, T, C, E, A, J)
7. demonstrate consideration of Indigenous knowledges in connection with education theory and curriculum approaches that result in best outcomes for Aboriginal and Torres Strait Islander children’s learning (K, T, C, E, A, J)
8. differentiate and respond to the unique social, emotional and intellectual needs of Aboriginal and Torres Strait Islander students, and also children from a range of backgrounds, including diverse linguistic, cultural and socioeconomic backgrounds, and students with a disability (K, T, J, I)
9. demonstrate initiative, accountability and professional judgment and autonomy when applying early childhood knowledge and skills in undertaking research, policy development and teaching practice (K, T, P, C, J)
10. model leadership, management and advocacy skills based on a critical knowledge of policy, pedagogy and practice and act as mentors to other early childhood educators including the application of the National Quality Framework as a tool for increasing the quality of education and care experiences for all children (K, T, E, A, J, L). |
| Learning and Teaching Methods |
This Indigenous program is taught collaboratively by the Institute of Early Childhood (IEC) and Warawara - Department of Indigenous Studies. Whilst this is a four year degree program it is typically undertaken over a period of five years with a combination of part- and full-time study.
The program reflects a multi-disciplinary approach. The learning and teaching methods are designed to develop both knowledge and capabilities in:
• integrating theories of child development with contemporary approaches to curriculum and pedagogy recognising the unique social, emotional and intellectual characteristics of Aboriginal and Torres Strait Islander children
• understanding theories of children’s learning and relating this to curriculum knowledge with consideration to Indigenous knowledges
• working with a diverse range of families and communities
• understanding and applying the National Quality Framework as a tool for increasing the quality of education and care experiences for all children
• becoming competent, reflective and ethical professionals, and
• applying this knowledge and associated skills to effective professional experience in early childhood centres with Aboriginal and Torres Strait Islander children.
You will be exposed to classroom teaching from your first year of enrolment, ensuring relevancy and helping you to make connections from theory to real-world practice. Inquiry-led reflective practice experiences inform and enrich the learning that takes place at university. You will undertake supervised professional experience placements in a range of settings covering teaching experience across the age range from birth to 5 years. The program structure and sequencing of units reflects an integrated approach whereby content knowledge and pedagogical practice are addressed and revisited throughout the program supporting your development to effectively link theoretical and content knowledge with pedagogy. The program provides a framework for you to develop knowledge, research skills and confidence to take a leadership role in teaching and advocacy for the education and care of children.
The program is delivered in ‘composite mode’ consisting of periods of “block study” on campus (7-10 days each session) four times per year combined with online study. This means that you are able to continue working while studying throughout the program. Program content is delivered via a combination of live and on-line lectures, readings and on-line resources. Seminars held during on-campus sessions include individual and small group tasks aimed at providing you with the opportunity to apply knowledge and practice skills related to understanding, planning for and evaluating children’s learning and development, and working with children and families from ATSI communities. |
| Assessment |
The program includes a range of formative and summative assessment approaches that allow you to demonstrate your developing knowledge and skills related to child development, health and wellbeing, educational theory, curriculum, pedagogy and professional practice. Assessment tasks vary across units depending on the focus of the unit and the learning outcomes being assessed. Some examples of assessment tasks include:
• essays and reports identifying and critically analysing themes and issues in the professional literature, contemporary research and media
• development of resources for use in teaching practice
• development of resources for families aimed at supporting their children’s learning, development and wellbeing
• planning for learning and teaching in individual and integrated Key Learning Areas
• planning and presenting units of work to peers
• observation and analysis of learning in children’s play
• designing, planning and analysing children’s learning environments
• constructing assessment tasks across Key Learning Areas using a variety of strategies for evaluation
• developing pedagogical documentation to provide insight into children’s interaction, dispositions, relationships, learning or behaviour which would not be as apparent through traditional observational or assessment procedures
• critical reflection of your professional experience practice
• articulating your own teaching philosophy
• responding to course content and readings via online discussions/blogs
• online quizzes
• formal examinations.
Your teaching practice during Professional Experience placements is evaluated in relation to professional standards of effective early childhood practice (building relationships; understanding children; facilitating learning; critical and reflective practice; and, working professionally). |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
This degree is valuable for many forms of employment, and qualifies graduates to teach children aged birth to five years in prior to school settings such as preschools, childcare, and Multifunctional Aboriginal Children’s Services (MACS). Graduates have specialist knowledge of young children’s learning, and education theory and curriculum approaches that result in best outcomes for Aboriginal and Torres Strait Islander children’s learning. Early Childhood teachers are often employed as educational leaders to oversee the curriculum and learning experiences for children, as well as in senior leadership positions as early childhood specialists in larger children’s services organisations, and child and family programs in government and non-government organisations. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
This degree will be submitted to the Australian Children's Education and Care Quality Authority (ACECQA) in 2014, the government agency responsible for accrediting early childhood teachers qualifications in Australia (www.acecqa.gov.au). Re-accreditation cycles occur every 5 years. |
