Unit Title and Code

ECP210 - BECL

Unit title / ECP210
Number of profession experience days / 30 days
Academic requirements / Set Tasks on Learnline Discussion
ePortfolio
In-school tasks / 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 / ePortfolio
Placement Assessment Form B & C
Timesheet

Unit Title and Code

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 30-dayprofessional experience placement in an early years’ setting.

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: 8946 6602.

Length of Professional Experience

30 days (6-week block)

*Alterations to this arrangement should be made through the Professional Experience Office.

Teaching expectations for pre-service teachers

During the 30 days, pre-service teachers are expected to work as co-professionals with the mentor teacher and teach full time.

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:

• ePortfolio

The main assessment for this unit is centred on students developing the teaching student Professional Teaching Portfolio. This will mean developing their final portfolio to demonstrate evidence of their credentials against the teaching standards in their State or Territory. 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.

• Lessons Planned and taught

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