I=Stupid!

So I kinda just finished my assignment due this thurs, and I was bored so i looked around my virtual home (QUT site) and guess what I did? I checked out the unit details for my next four units, oh yea I’m stupid!

I’m kind of freaked out now because it’s way harder next semester and I have like multiple assignments for next semester plus EXAMS! Oh yea, and its like a super a lot of words assignment! Oh gawd, i’m super scared. Well since I have a lot of time in my hands, i shall scare myself more by sharing with you all, my dearest friends the units i have for next semester (Pfft and i thought this semester was tough).

EARLY CHILDHOOD FOUNDATIONS 2: FAMILIES AND CHILDHOODS IN EC EDUCATION AND CARE

On successful completion of this unit you should be able to demonstrate:

1. understanding of the historical, cultural, and social influences on the constructions of families and childhoods in ECEC.
2. the ability to gather, form and critique knowledge of families and childhoods.
3. knowledge of issues affecting families and young children and the implications these have for early childhood educators working within an equity and social justice framework.
4. understanding of early childhood programs, their histories, philosophies and practices in responding to diverse children, families and communities.
5. ability to retrieve, evaluate and present information, accurately and skilfully, using appropriate technologies.

Assessment Item 1
Type: Learning tasks undertaken in the field are reported in the light of the relevant research literature.
Word length: 2000 words.
Weighting: 50% linked with outcomes 1-5.
Due: Mid semester.

Assessment Item 2
Type: Two-hour Examination reviewing work done during the semester and addressing issues that affect families and young children.
Weighting: 50% linked with outcomes 1-5.
Due: End of semester.

Check out the length of words, *faint*

DEVELOPMENT AND LEARNING IN EARLY CHILDHOOD

On successful completion of this unit, you should be able to:

1. develop and critique knowledge concerning the major features and processes of child development with a focus on early developmental processes.
2. identify and discuss factors influencing children’s early behaviour, development and learning.
3. demonstrate skills in observation techniques and analysis of observational information regarding children’s early development.
4. analyse observations and recordings of children’s development and learning in the context of theory and current research, and use these analyses as the basis for planning appropriate learning activities.

Assessment Item 1
Type: Annotated bibliography.
Description: You will complete a brief report to develop your skills in locating and evaluating information in developmental theory and research.
Outcomes: 1, 2, 5.
Word length: 1000 words.
Weight: 20%.
Due: Mid semester.

Assessment Item 2
Type: Fieldwork report.
Description: Learning tasks undertaken in the field are reported in the light of relevant research literature.
Outcomes: 1, 2, 3, 4, 5.
Word length: 2000 words.
Weight: 40%.
Due: End of semester.

Assessment Item 3
Type: Two-hour Examination.
Weight: 40%.
Outcomes: 1, 2.
Due: End of semester examination period.

EARLY CHILDHOOD CURRICULUM: ARTS 1

On successful completion of this unit, you should be able to:

1. communicate an understanding of the concepts, skills, processes and values of the arts in early childhood education.
2. analyse the similarities and differences between, and value of, various visual arts media, equipment and materials appropriate for young children.
3. communicate a scholarly understanding of historical and contemporary views of appropriate practice in early childhood arts education.
4. plan and evaluate arts education environments and programs for young children.
5. demonstrate acceptable standards of communication and professional responsibility.

Assessment Item 1
Assessment type: Proposal.
Description: Plan for studio project, which includes research into individual artists, art styles and movements, the language of art, art appreciation, skills and techniques required for creating a personal artwork.
Length: 500 words.
Due Date: Before mid-semester.
Weight: 20%.
Outcomes: 1,2 & 5.

Assessment Item 2
Assessment type: Studio Project .
Description: Compilation of a visual diary, reflections on personal artistry, preparation for exhibition, and samples of artistic work (one displayed for exhibition). Also written reflections on lecture content, readings, and tutorial activity.
Length: 2000 words.
Due Date: End of semester.
Weight: 60%.
Outcomes: 1 - 5

Assessment Item 3
Assessment type: Examination.
Description: Examination questions will be based on lecture and tutorial content and content from the assigned text, and will focus on the unit objectives (see weekly schedule and the assessment topics associated with lecture/tutorial content). Examination questions will be multiple-choice, matching and true-false).
Length: One-hour examination, plus 10 minutes for perusal.
Due Date: End of teaching period.
Weight: 20%.
Outcomes: 1 - 5

Oh yea, look at the amount of assessments! Its one extra… AH!

CULTURE STUDIES: INDIGENOUS STUDIES

On successful completion of this unit you should be able to:
1. Gather, form, critique and construct new knowledge from a variety of sources.
2. Retrieve, evaluate and present information using appropriate technologies and demonstrate personal proficiencies in multiliteracies.
3. As a scholar-educator-researcher, adopt a problem-solving and inquiry-based approach to your own learning and that of others.
4. Demonstrate an awareness of how to create supportive learning environments that meet the learning and developmental needs of a diverse range of students.
5. Develop skills and knowledge to work within legal and ethical frameworks that promote and celebrate diversity, equity and inclusivity.

Assessment Item 1(a)
Type: Media analysis and interpersonal reflection.
Length: 600 words.
Weighting: 20%.
Due: Early teaching period.
Outcomes: 1, 2, 3, 4 & 5.

Assessment Item 1(b)
Type: Essay and visual representation of findings from Part A and interpersonal reflection
Length: 1500 words
Weighting: 30%.
Due: Mid teaching period.
Outcomes: 1, 2, 3, 4 & 5.

Assessment Item 2
Type: Small project on embedding Indigenous perspectives and interpersonal reflection.
Length: 1500 words.
Weighting: 40%.
Due: End teaching period.
Outcomes: 1, 2, 3, 4 & 5.

Assessment Item 3
Type: Written Interpersonal analysis
Length: 400 words
Weighting: 10%
Due: End of teaching period
Outcomes: 1, 2, 3, 4, & 5

This assignment has no EXAMS, phew BUT there’s THREE assignments, and it looks hard because I have no idea what it means. Heck, I have no idea what everything means, how am i gonna get a job now seeing my assignments are so hard which means i have to devote extra time and effort! Oh crap it, i’m so looking forward to the holidays now that my brain is wired, all tangled up! God SAVE me..

You smart asses (business, engineering people, etc) might think my course looks easy compared to yours. To be honest, it is but…. also its not because people are trusting you with their kids and trusting you to educate their kids. Who knows, one of the kids might be the future president or something. It’s not an easy job, you know!? Its harder when people trust you to do what’s right for their kids. Oh shit, what have i gotten myself into.

You know what i find confusing? Teaching to teach, and writing an exam on how to teach is different! I don’t know how to relate what i’ve learnt (to teach, ie literacy, etc) on a piece of paper but i guess i’ll figure it out after studying my ass off! Oh, i so want that camera!

So my plan after every exam is to de-stress myself by GOING SHOPPING! Yes, it will help! June is THE month, its the most important month of my LIFE!