EDF5846 · Transitions

Overview

In this unit you will examine transitions and periods of change. This will include both children’s learning and development through periods of change and transition as well as your own professional transition from pre-service teacher to teacher. You will research and critically analyse a variety of theoretical perspectives related to children’s learning and development as they experience transition, change, readiness and continuity of learning in different contexts. The unit also considers how early identification and early support can influence successful transitions and continuity of learning for children and families, including for children with special needs. This includes developing knowledge on how to work from a strength-base to support diverse families during times of transition. You will develop educational leadership as you become familiar with legislative, administrative and organisational requirements in relation to transition, including school transition. The possibility for ethical, innovative and collaborative work with children, families and other professionals/professional networks will be explored for the purpose of supporting children’s continuity of learning as they transition from early childhood education to school. You will also be supported in your own transition into the profession. This will include exploring aspects of employability, ethics and professionalism.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate an in-depth understanding of how to enable children’s mobility and agency across experiences of change and transition, so they can be confident, creative and involved learners
2. critically analyse theoretically and research informed pedagogical strategies to support children's transitions and continuity of learning including transition to school
3. identify and critically evaluate curriculum and other official policy documents related to children’s transitions and continuity of learning encompassing both horizontal and vertical transitions
4. exhibit educational leadership and knowledge on how to engage with families, professional teaching networks and other professional services in order to support children’s transitions and continuity of learning, including for children with special needs
5. engage with professional transitions that contribute to employability, including aspects of current knowledge, expertise, and skills and future professional learning needs.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.