TEAC 3050 Professional Practice Birth - 3 Years

Credit Points 10

Coordinator Jane Athota Opens in new window

Description Students will complete a 30 day professional experience placement which includes a 10-day placement with children under the age of two years and a 20-day placement with children two – three years of age. Prior to the placement, students will engage in a series of workshops focused on developing their knowledge, skills and pedagogy. In this subject, there is a strong focus on building relationships with children, families and staff as well as adhering to work health and safety and the Australian Children’s Education and Care Quality Authority’s (ACECQA) National Quality Standard. Students will observe and assess children’s play and learning within the socio-cultural context. They will use this knowledge to create and facilitate responsive and engaging play-based experiences that extend and enrich young children’s learning. This subject requires students to apply the principles, practices and outcomes of Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). This subject is included in the Development Phase of the Bachelor of Education.

School Education

Discipline Teacher Education: Early Childhood

Student Contribution Band HECS Band 1 10cp

Check your fees via the Fees page.

Level Undergraduate Level 3 subject

Pre-requisite(s) TEAC 2023 Engaging in Early Childhood


Students must be enrolled in 1926 Bachelor of Education (Early Education) and have completed 160 credit points before enrolling in this subject 

Learning Outcomes

After successful completion of this subject, students will be able to: 

  1. Apply professional and ethical practice, including appropriate communication skills, to working with other educators.
  2. Reflect on personal learning and practice, feedback from field-based and university-based supervising teachers and the Australian Professional Standards for Teachers to establish professional goals that will improve practice.
  3. Provide culturally responsive curriculum and pedagogies to ensure continuity of care for children.
  4. Analyse children’s play, learning, relationships and dispositions to identify children’s capabilities and emerging understandings to enhance connections between home, community and education contexts.
  5. Evaluate play-based experiences that have been designed and implemented, and that extend children’s capabilities, interests and funds of knowledge.
  6. Apply the Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0) principles, practices and learning outcomes in documentation, assessment and planning.
  7. Interact with children in ways that support children’s sense of identity and wellbeing, build relationships, guide behaviour and extend learning.
  8. Implement practices that promote children’s health, safety and wellbeing in environments that reflect legal requirements and current recommendations in the areas of health and safety.

Subject Content

  1. Professional and Ethical Practice
    • Introduction to Australian Professional Standards for Graduate Teachers
    • The National Quality Standard for Early Childhood Education Care
    • Legislation and recommendations for children’s health, safety and wellbeing
    • Work health and safety protocols in early childhood services
    • Working with the ECA Code of Ethics
    • Reflective practice – including goal setting
    • Communication and developing partnerships
    • Creating a portfolio of work 
  2. Documentation and Assessment of Children’s learning 
    • Documenting family and community experiences and funds of knowledge
    • Documenting and analysing children’s play, learning, dispositions and relationships
    • Using Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0).as an integral part of the planning cycle
    • Developing strategies and pedagogies that build relationships, extend learning and guide positive behaviour
  3. Meaningful Curriculum
  • Culturally responsive curriculum: connecting to children’s family, community experiences and funds of knowledge that demonstrates respect for diversity, inclusivity and Aboriginal and Torres Strait Islander perspectives
  • Dispositions
  • Learning Processes
  • Play-Based pedagogie

Special Requirements

Legislative pre-requisites

Prior to enrolling in this subject:   

1. Students are required to complete the Working with Children Check (WWCC) process leading to the issuance of a clearance number under the category of volunteer.  Students will need to:
    i. Access the Commission for Children and Young People website and complete an online application form to generate an application number.  
    ii.  Present an application number and identification to a Service NSW office who will issue a Working with Children Check number via mail or email.     
   iii. Submit the letter with a valid Working With Children Check number via WesternNow Student Portal. The document is recorded as a Special Requirement on your academic record.  WesternNow Student Portal link  

 2. Students must complete the two components of the NSW Department of Education’s Child Protection Awareness Training (CPAT).    
a) Students will need to:
     i. Access the NSW Department of Education’s MyPL website https://mypl.education.nsw.gov.au/
    ii. Complete the online Child Protection Awareness Training: Induction
   iii.  Save certificate of completion
   iv.  Submit certificate via WesternNow Student Portal
b) Students will need to:
    i.  Access the NSW Department of Education’s MyPL website https://mypl.education.nsw.gov.au/
   ii.  Complete the Child Protection Awareness Training (CPAT): Annual Update for the calendar year
  iii.  Save certificate of completion
  iv.  Submit certificate via WesternNow Student Portal
Both certificates will be recorded on your student record as Special Requirements with the end date for the Annual CPAT recorded. 
The CPAT: Annual Update will need to be renewed and submitted on an annual basis.  Students who have not completed both components of the Child Protection Awareness Training will need to withdraw from the subject.      

3. Students must complete the ASCIA anaphylaxis e-training and submit their certificate to Submit certificate via WesternNow Student Portal.

4. Students must meet the Inherent Requirements for the Master of Teaching (Birth – 5 Years / Birth -12 Years)


The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Type Length Percent Threshold Individual/Group Task
Professional Placement Performance 30 days comprised of 10 days supervised placement 1 (under 2 years); 20 days supervised placement 2 (2-3 years). S/U Y Individual
Professional Placement Performance As above S/U Y Individual

Prescribed Texts

  • Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage.
  • Australian Government Department of Education [AGDE] (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Teaching Periods

Spring (2024)



Subject Contact Jane Athota Opens in new window

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