As part of this Teacher Education program, you will undertake professional experience placement in an early childhood setting. The following information outlines examples of the fundamental tasks you will be expected to carry out during on-campus learning activities and professional experience placement.
These examples are provided for your information only and are not entry requirements.
There are a range of adjustments to your study conditions available to enable and support you to undertake these tasks. Please contact the Equitable Learning Services to discuss any adjustments you may require.
Understand and respond to verbal communication.
In early childhood settings, this will assist you with listening, understanding and responding to feedback from supervising teachers.
Verbally communicate clear instructions and explanations in a time responsive way.
In early childhood settings, verbal communication is the primary source of communication between you, young children (birth to eight), parents, staff and peers.
Clear communication assists with fostering children’s learning and development safely
A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
Additional time allowances for comprehension and expression may be available to you for on-campus learning activities.
Professional experience placement tasks in an early childhood setting may require time responsive communication. This should be discussed with your placement coordinator prior to commencement.
Social Communication refers to the capacity to understand and use appropriate non-verbal communication such as: eye contact, gestures, facial expression, speaking volume, tone of voice, proximity and verbal turn-taking.
Recognise, interpret, use and respond to non-verbal communication appropriately in both on-campus and early childhood settings to build relationships, foster student learning and establish trust.
In early childhood settings, tasks which require your use of social communication abilities include:
A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
Consideration will be given to the use of non-verbal communication appropriate to your disability or condition for example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual means of social communication.
Read and understand a range of written material in differing forms from a variety of sources such as: on screen material, screen-based, image-based and sign/symbol-based texts.
In early childhood settings, essential information is communicated in written form. Tasks which require your use of reading include:
The ability to read, understand and interpret written information is fundamental for the delivery of teaching content.
A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencing your placement.
The extent to which a person produces coherent written communication that is appropriate to both on-campus learning and simulated dispute resolution settings.
N.B. This refers not to the physical act of writing but rather to the written content.
Produce coherent written communication appropriate to both on-campus learning activities and professional experience placements
In early childhood settings, tasks which require your use of writing include:
A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencing your placement.
Numeracy is the ability to understand and work with numbers. Basic numeracy skills consist of comprehending fundamental mathematics like addition, subtraction, multiplication, and division.
Demonstrate that you can correctly apply basic mathematics knowledge and everyday mathematical skills for on-campus learning activities and professional experience placement tasks.
In early childhood settings, tasks which require your use of number skills include:
A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
You may use specialised software to support your numeracy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencing your placement.
Correctly use and apply knowledge of theory, research, and practice gained from on-campus learning to classroom environments during your professional experience placement
In early childhood settings, teaching assessment and planning tasks require:
A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
You may use assistive technology and strategies such as rest breaks to support your memory, planning and organisation in the on-campus learning environment. The use of these strategies during professional experience placements should be discussed with the placement coordinator prior to commencing your professional experience placement.
Mental wellness is a state of well-being in which an individual can realise their own abilities or potential, can cope with the normal stresses of life and can work productively and fruitfully.
Behavioural stability refers to an individual’s ability to moderate their own behaviour.
Stable mental health promotes optimal and safe engagement in on-campus learning environments. Many people who live with mental health conditions complete their studies successfully. The following services are available to support students living with mental health conditions at RMIT:
Counselling and Psychological Services
The on campus learning environment can be challenging and will require you to engage with peers and teaching staff, reflect on your work and respond appropriately to constructive feedback.
Interpreting simulations can present complex and unpredictable human situations which require the following:
A range of adjustments such can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
Flexible arrangements for your professional experience placement will be considered. The appropriateness and practicality of these arrangements may vary between placements and agencies and should be discussed with your placement coordinator prior to commencement of the placement.
You may be supported to take time off from your studies if you become unwell or have difficulties with behavioural stability until you are ready to recommence.
Visual acuity refers to the extent to which a person can see or interpret visual information. This may also include colour vision.
In the early childhood setting, tasks which require your vision include:
Monitoring children’s safety and behavior is essential to creating and maintaining a supportive and safe learning environment
Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
The use of assistive technology to enhance vision will be considered. It is recommended that you discuss this with the ELS and placement coordinator prior to commencing your placement.
Glasses and other visual aids can be used during on-campus simulation and professional experience placement settings.
If you have been deemed legally blind or have a medical condition that may impact your vision, it is recommended that you discuss your condition with Equitable Learning Services.
In the early childhood setting, tasks which require your hearing or alternatives (e.g. accurate lip reading, amplification equipment) include:
Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
The use of augmentation such as lip reading and / or assistive technology e.g. ‘power’ amplified stethoscope to enhance hearing will be considered.
Students who are deaf and use Auslan may be able to negotiate professional experience placement within a specialised setting, where Auslan is the preferred language.
It is recommended that you discuss adjustments with the ELS and placement coordinator prior to commencing your placement.
In both the on-campus learning and professional experience settings, tasks may involve: lifting, carrying, standing, pushing, pulling, twisting, bending and maintaining balance.
In the early childhood setting, tasks which require your gross motor skills include:
Safe manual handling minimises the risk of injury to yourself and others .
Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
Adjustments will be considered in relation to your circumstances and physical capacities. Any adjustments considered should not compromise your safety or the safety of others.
This refers to the ability to undertake a task/s over a pre-determined period of time. This could include physical performance such as standing for a period of time, or cognitive (mental) performance such as concentrating for a particular length of time.
In the early childhood setting, tasks which require your physical and mental endurance include:
Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.
Adjustments will be considered in relation to your circumstances and physical capacities. You may use strategies such as rest breaks to support your performance for on campus learning contexts. It is recommended that you discuss the use of these strategies during placement with ELS and Placement Coordinator prior to commencing your placement.
Any adjustments should not compromise your safety or the safety of others.
Acknowledgement of Country
RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.
Acknowledgement of Country
RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business.