ECP210 Teaching and Learning 3 - Early Years

Unit title / ECP210 : Early Years
Teaching and Learning 3
Number of profession experience days / 20 days
Academic requirements / Set Tasks on Learnline Discussion
Mini ePortfolio
In-school tasks / Mini ePortfolio
Lessons Planned and taught
Daily journal
Mentor feedback
Forms to be verified by mentor teacher / Lesson plans
Placement Assessment Forms (A, B & C)
Forms to be submitted to the Professional Experience Office / Placement Assessment Form B & C
Timesheet

Unit Title and Code

Teaching and Learning 3 – Early years ECP210

Unit Purpose

This unit focuses on the principles and theories of assessment for effective teaching and learning. Students will be provided with the opportunity to put these into practice during a 20-dayprofessional experience placement in an early years settings.

Unit Outcomes

  • demonstrate the critical inquiry, reflection and knowledge to inform effective assessment practices for young children;
  • demonstrate the ability to assess and report on children’s learning using a variety of assessment strategies reflecting national and state curriculum principles;
  • demonstrate the ability to plan and evaluate appropriate programs for individuals and groups of young children.

Academic Requirements

Participation with the Academic component of this unit is outlined in detail on Learnline, the on-line learning environment. Visit "Learnline login" in the top tool bar on the Charles Darwin University home page

In-school experience contacts

The Professional Experience Office facilitate the administration of school placements for all pre-service teachers including collecting professional experience placement and assessment forms and organising payments for mentor teachers. Contact: one: 08 8946 6602.

Length of Professional Experience

20 days

Teaching expectations for pre-service teachers

During the 20 days pre-service teachers are expected to work as co-professionals and team teach with the mentor teacher as much as possible. As well as this pre-service teachers are encouraged to gain as much practice in their teaching as possible

Daily Journal

Pre-service teachers must keep a daily journal noting in-class and in-school activities, and reflections on experiences and teaching. The reflection focus for ECP210 is monitoring, assessment and reporting and the impact on student learning. The journal spans the entire period of professional experience. The journal will include a series of entries which detail knowledge and insights gained, problems encountered, solutions applied, and the reflections of work as a pre-service teacher. Entries in this journal can be used as evidence in the final teaching portfolio. Mentor teachers are asked to sight, or have an awareness of this journal, and make comment in the Overall Professional Experience Evaluation Record.

Mentor Teacher Feedback

The Mentor teacher provides regular written and verbal feedback and guidance throughout the entire block of professional experience. Templates for written feedback are available at

Teaching portfolio

The electronic teaching portfolio is presented to a school-based panel at the conclusion of the course. Evidence collected from your professional experience in this unit is an important part of demonstrating pedagogical progression. Details about the teaching portfolio can be obtained from the academic component of ECP210 on Learnline.

Support for learning

Examples and Templates relevant to this unit are available within the Student Resources tab on the InSchool site at:

These include resources for observations and reflections, lesson activity and learning management plans.

In-school assessment

Each professional experience unit has one or more in-school tasks. These tasks demonstrate the ability of the pre-service teacher to use academic learning in a professional experience environment. The tasks for this unit are:

  • Mini ePortfolio

The main assessment for this unit is centred on students developing the mini ePortfolio. This will be developed as working towards demonstrating evidence of their credentials against their State and Territory teaching standards and can be added to as they progress through their courses. Artefacts and documents can be collated against the standards and a 500-1,000 word critical reflection assignment relating to the standards will be submitted with the portfolio of evidence.

The following graduate standards is what the Mini ePortfolio should focus on as it will be a work in progress:

1.5 Pre-service Teachers understand and fulfil their legal and ethical responsibilities.
2.1 Pre-service teachers can reflect on and critically evaluate their professional knowledge and the effectiveness of their teaching
2.4 Pre-service teachers have a repertoire of organisational, technological and administrative skills to help manage their duties effectively.
3.1 Pre-service teachers know how to assess the learning capabilities of their students and are aware of the factors that can influence their learning
4.5 Pre-service teachers know how learning environments, program design, use of materials and resources, assessment and the structure of activities impact on learning
5.4 Pre-service teachers have knowledge of approved curriculum frameworks, policies, materials and programs appropriate to the context in which they teach
6.1 Pre-service teachers use their developing knowledge of students, content and pedagogy to establish clear and achievable learning goals for their students
6.3 Pre-service teachers will know how to monitor students’ engagement in learning and begin to maintain records and report on student learning.
6.4 Pre-service teachers will be able to select, document and implement the approved curriculum to assess student learning effectively, to provide feedback to students and to inform further planning of teaching and planning
8.4 Pre-service teachers will provide meaningful and constructive feedback to students about their learning
  • Lessons Planned and taught
  • Week by week suggested guideline for: ECP210 Teaching and Learning 3

BTLEC_ECP210RequirementsPage 1