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| 1. | Demonstrate how teacher knowledge, practices, reflections, decisions, and resourcing influence an inclusive, including learners with special needs, to enhance an engaging and positive learning environment. |
| 2. | Demonstrate considerations for learners with ethical responses to child development and care needs, guiding behaviour positive interactions and relationships, social and emotional development, child health wellbeing, safety and protection and early intervention. |
| 3. | Critically analyse and demonstrate early years theory and practice in responding with play-based pedagogies to groups/individual learner diversity, difference, and inclusion needs in the sequenced planning cycles, curriculum planning, programming, and evaluation. |
| 4. | Analyse and reflect on quality outcomes and how these are enacted and monitored in the preschool/learning centred environment including Aboriginal and Torres Strait Islander perspectives. |
| 5. | Critically analyse inclusive approaches and responses to curriculum frameworks and foundations in language and literacy development, numeracy, science and ICT for students with diverse backgrounds, including learners who speak English as an additional language children¿s learning, relating these to professional knowledge, skills, and actions. |
| 6. | Investigate, research and reflect on support, challenges and learning assessment of learners¿ transition and continuity of education and care from preschool into the first year of school, including inclusive practice and learner diversity and the transitioning towards the Australian Curriculum with the overlap of the Early Years Learning Framework in the first year. |
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| | Assessment Task | Value (of total mark) | Related Learning Outcome/s |
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| 1. | Pre-placement quiz (20 questions) (Hurdle) | P/F | - 6 - Investigate, research and reflect on support, challenges and learning assessment of learners¿ transition and continuity of education and care from preschool into the first year of school, including inclusive practice and learner diversity and the transitioning towards the Australian Curriculum with the overlap of the Early Years Learning Framework in the first year.
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| 2. | Report (1,000 words) (Hurdle) | P/F | - 1 - Demonstrate how teacher knowledge, practices, reflections, decisions, and resourcing influence an inclusive, including learners with special needs, to enhance an engaging and positive learning environment.
- 2 - Demonstrate considerations for learners with ethical responses to child development and care needs, guiding behaviour positive interactions and relationships, social and emotional development, child health wellbeing, safety and protection and early intervention.
- 3 - Critically analyse and demonstrate early years theory and practice in responding with play-based pedagogies to groups/individual learner diversity, difference, and inclusion needs in the sequenced planning cycles, curriculum planning, programming, and evaluation.
- 4 - Analyse and reflect on quality outcomes and how these are enacted and monitored in the preschool/learning centred environment including Aboriginal and Torres Strait Islander perspectives.
- 5 - Critically analyse inclusive approaches and responses to curriculum frameworks and foundations in language and literacy development, numeracy, science and ICT for students with diverse backgrounds, including learners who speak English as an additional language children¿s learning, relating these to professional knowledge, skills, and actions.
- 6 - Investigate, research and reflect on support, challenges and learning assessment of learners¿ transition and continuity of education and care from preschool into the first year of school, including inclusive practice and learner diversity and the transitioning towards the Australian Curriculum with the overlap of the Early Years Learning Framework in the first year.
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| 3. | Portfolio of evidence (2,000 words) (Hurdle) | P/F | - 1 - Demonstrate how teacher knowledge, practices, reflections, decisions, and resourcing influence an inclusive, including learners with special needs, to enhance an engaging and positive learning environment.
- 2 - Demonstrate considerations for learners with ethical responses to child development and care needs, guiding behaviour positive interactions and relationships, social and emotional development, child health wellbeing, safety and protection and early intervention.
- 3 - Critically analyse and demonstrate early years theory and practice in responding with play-based pedagogies to groups/individual learner diversity, difference, and inclusion needs in the sequenced planning cycles, curriculum planning, programming, and evaluation.
- 4 - Analyse and reflect on quality outcomes and how these are enacted and monitored in the preschool/learning centred environment including Aboriginal and Torres Strait Islander perspectives.
- 5 - Critically analyse inclusive approaches and responses to curriculum frameworks and foundations in language and literacy development, numeracy, science and ICT for students with diverse backgrounds, including learners who speak English as an additional language children¿s learning, relating these to professional knowledge, skills, and actions.
- 6 - Investigate, research and reflect on support, challenges and learning assessment of learners¿ transition and continuity of education and care from preschool into the first year of school, including inclusive practice and learner diversity and the transitioning towards the Australian Curriculum with the overlap of the Early Years Learning Framework in the first year.
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| 4. | Mentor teacher reports plus compulsory 30 days professional experience (Hurdle) | P/F | - 1 - Demonstrate how teacher knowledge, practices, reflections, decisions, and resourcing influence an inclusive, including learners with special needs, to enhance an engaging and positive learning environment.
- 2 - Demonstrate considerations for learners with ethical responses to child development and care needs, guiding behaviour positive interactions and relationships, social and emotional development, child health wellbeing, safety and protection and early intervention.
- 3 - Critically analyse and demonstrate early years theory and practice in responding with play-based pedagogies to groups/individual learner diversity, difference, and inclusion needs in the sequenced planning cycles, curriculum planning, programming, and evaluation.
- 4 - Analyse and reflect on quality outcomes and how these are enacted and monitored in the preschool/learning centred environment including Aboriginal and Torres Strait Islander perspectives.
- 5 - Critically analyse inclusive approaches and responses to curriculum frameworks and foundations in language and literacy development, numeracy, science and ICT for students with diverse backgrounds, including learners who speak English as an additional language children¿s learning, relating these to professional knowledge, skills, and actions.
- 6 - Investigate, research and reflect on support, challenges and learning assessment of learners¿ transition and continuity of education and care from preschool into the first year of school, including inclusive practice and learner diversity and the transitioning towards the Australian Curriculum with the overlap of the Early Years Learning Framework in the first year.
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