EDP3501

Practicum studies 3 (junior primary)

Lecturer-in-charge to be advised

6 points - 2 hours per week (strand A) - Practicum days (strand B) - First semester - Peninsula - Prerequisites: EDP2501, EDP2062

Objectives Upon successful completion of this subject, students should have gained an understanding of how to develop and implement an integrated curriculum in the junior primary school including the use of learning technologies where appropriate; have acquired an awareness of the unique developmental and learning requirements of children in the first years of school and particularly as they make the transition into formal school; be able to demonstrate the use of appropriate management and organisational strategies in the junior school grades and be able to identify the key competencies they have planned for within the key learning areas; be able to use reflection to improve their teaching practice.

Synopsis This subject will build upon the students' understanding of curriculum development and implementation with a particular emphasis on developmentally appropriate integrated curriculum planning and presentation in the junior primary school. Links will be made to EDP2101 in relation to the use of learning technologies and the integrated curriculum. The subject will also examine issues relating to the early years of schooling. These would include flexible grade organisation, transition to school programs and school readiness and the link between the key competencies and the key learning areas. Reflection as an aid to improve teaching will be emphasised.

Assessment Fieldwork project (2000 words): 50% - Written assignment (2000 words): 50% - Hurdle requirement: satisfactory standard in practicum placement

Recommended texts

Bredekamp S and Rosegrant T (eds) Reaching potentials: Appropriate curriculum and assessment for young children Vol 1, National Association for the Education of Young Children, 1992
Briggs F and Potter G Teaching children in the first three years of school 2nd edn, Longman, 1995
Fleer M Grandma, why are bats so ugly? Supporting key learning areas and key competencies in early childhood settings Australian Early Childhood Association, 1997

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