EUB204 Building Partnerships with Families and Communities
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB204 |
|---|---|
| Equivalent(s): | EAB513 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,528 |
| International unit fee | $4,572 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUB204 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB513 |
| Coordinator: | Sasha Lynn | sasha.lynn@qut.edu.au |
Overview
Teaching and learning is enhanced when early childhood teachers build respectful and supportive relationships and work in partnership with families. This includes undertaking professional learning to enhance these skills. This unit promotes knowledge and understandings about the diversity, complexity and changing nature of contemporary childhoods, families and communities. This unit will draw on your experiences of working with children, families and communities in line with ACECQA requirements and the Australian Professional Standards for Teachers. It will explore professional responsibilities and the need for professional learning to develop skills for engaging in active communication, consultation and collaboration with families for effective partnerships and to develop links with other child and family services.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify professional learning needs and design experiences for early childhood educators.
- Explain the importance of being culturally responsive and building relationships with parents/carers and communities.
- Retrieve and analyse credible sources of academic and professional literature.
- Draw on policies (including the APSTs) and codes of ethics to identify ways of working with families, carers, communities and other professionals.
- Collaborate with peers to build awareness of contemporary issues affecting families and communities.
- Design resources to respectfully engage with parents/carers and the broader community.
Content
Content covered in this unit includes:
Researching with and about children and families:
- Current research, and
- Research techniques.
Understanding families and contexts:
- Changing families;
- Diverse family contexts;
- Work and families; and
- Family safety and well-being.
Working with families and communities:
- Supporting families;
- Working inclusively with families;
- Building collaborative partnerships with families and communities;
- Communicating effectively with families and communities; and
- Supporting effective transitions for children and families.
Learning Approaches
In this unit you will learn through engaging in a range of blended learning approaches including:
- Online content;
- Interactive workshops;
- Problem-based learning experiences;
- Guest lecturers, and
- Online interactive and reflective learning activities.
These learning approaches are designed to support critical thinking and reflection about contemporary childhoods, families and communities, and to help you build a wide repertoire of understandings and professional skills for building and maintaining effective partnerships with families and communities in order to promote the best outcomes for children.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
A range of formative learning activities such as in-class/ and or online activities, reflections and discussions will support and strengthen your understanding of key concepts and effective strategies for working with families and communities. Constructive comments will be provided on individual summative assessment tasks and generic feedback on assessment tasks will be provided to the whole cohort.
Assessment
Overview
There are two assessment items in this unit:
- Research report - This will draw on your understanding of contemporary issues affecting families and contexts in your early childhood setting to develop a professional learning experience.
- Artefact/resource - This will connect the material covered in this unit with practical approaches to building effective partnerships with families and communities in order to gain the best outcomes for children.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Research Report
This is an assignment for the purposes of an extension.
Assessment: Artefact/resource
You will take on the role of an early childhood teacher making change in the community context. You will create an artefact/resource (e.g. Pamphlet, video, blog, storybook) aimed at building effective partnerships with families and communities in order to promote the best outcomes for children. This will be accompanied by a pedagogic rationale that you will present to your peers.
The pedagogic rationale needs to be supported with literature from research that discusses the implication of the issue for families and communities, and the appropriateness of the artefact for supporting families and communities to gain the best outcomes for children. The rationale should also link with the responsibilities of teachers in working with families outlined in the Australian Professional Standards for Teachers and the Australian Early Childhood Code of Ethics. Where appropriate your rationale should link with relevant curriculum documents.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Grace, R., Hodge, K., & McMahon, C. (Eds.). (2017). Children, families and communities: Contexts and consequences (5th ed.). Melbourne: Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Artefact/resource - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Research Report, Artefact/resource - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Artefact/resource
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Artefact/resource
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Research Report, Artefact/resource - Maintain student safety
Relates to: Research Report, Artefact/resource
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Research Report - Engage in professional learning and improve practice
Relates to: Research Report - Apply professional learning and improve student learning
Relates to: Research Report
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Research Report, Artefact/resource - Comply with legislative, administrative and organisational requirements
Relates to: Research Report - Engage with the parents/carers
Relates to: Artefact/resource - Engage with professional teaching networks and broader communities
Relates to: Research Report, Artefact/resource
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
Relates to: ULO3, Research Report, Artefact/resource - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO2, Artefact/resource - Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
Relates to: ULO2, ULO5, Research Report, Artefact/resource - Reflective: Critically reflect on practice to engage in continuous quality improvement in early childhood contexts.
Relates to: ULO1, Research Report - Professional: Apply policy, legislative requirements, codes of conduct and ethical principles to early childhood practice.
Relates to: ULO4, Research Report, Artefact/resource - Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
Relates to: ULO6, Artefact/resource
ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Research Report, Artefact/resource - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Research Report, Artefact/resource - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Research Report, Artefact/resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Research Report - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO6, Artefact/resource
Unit Outline: Semester 2 2025, Online
| Unit code: | EUB204 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB513 |
Overview
Teaching and learning is enhanced when early childhood teachers build respectful and supportive relationships and work in partnership with families. This includes undertaking professional learning to enhance these skills. This unit promotes knowledge and understandings about the diversity, complexity and changing nature of contemporary childhoods, families and communities. This unit will draw on your experiences of working with children, families and communities in line with ACECQA requirements and the Australian Professional Standards for Teachers. It will explore professional responsibilities and the need for professional learning to develop skills for engaging in active communication, consultation and collaboration with families for effective partnerships and to develop links with other child and family services.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify professional learning needs and design experiences for early childhood educators.
- Explain the importance of being culturally responsive and building relationships with parents/carers and communities.
- Retrieve and analyse credible sources of academic and professional literature.
- Draw on policies (including the APSTs) and codes of ethics to identify ways of working with families, carers, communities and other professionals.
- Collaborate with peers to build awareness of contemporary issues affecting families and communities.
- Design resources to respectfully engage with parents/carers and the broader community.
Content
Content covered in this unit includes:
Researching with and about children and families:
- Current research, and
- Research techniques.
Understanding families and contexts:
- Changing families;
- Diverse family contexts;
- Work and families; and
- Family safety and well-being.
Working with families and communities:
- Supporting families;
- Working inclusively with families;
- Building collaborative partnerships with families and communities;
- Communicating effectively with families and communities; and
- Supporting effective transitions for children and families.
Learning Approaches
In this unit you will learn through engaging in a range of blended learning approaches including:
- Online content;
- Interactive workshops;
- Problem-based learning experiences;
- Guest lecturers, and
- Online interactive and reflective learning activities.
These learning approaches are designed to support critical thinking and reflection about contemporary childhoods, families and communities, and to help you build a wide repertoire of understandings and professional skills for building and maintaining effective partnerships with families and communities in order to promote the best outcomes for children.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
A range of formative learning activities such as in-class/ and or online activities, reflections and discussions will support and strengthen your understanding of key concepts and effective strategies for working with families and communities. Constructive comments will be provided on individual summative assessment tasks and generic feedback on assessment tasks will be provided to the whole cohort.
Assessment
Overview
There are two assessment items in this unit:
- Research report - This will draw on your understanding of contemporary issues affecting families and contexts in your early childhood setting to develop a professional learning experience.
- Artefact/resource - This will connect the material covered in this unit with practical approaches to building effective partnerships with families and communities in order to gain the best outcomes for children.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Research Report
This is an assignment for the purposes of an extension.
Assessment: Artefact/resource
You will take on the role of an early childhood teacher making change in the community context. You will create an artefact/resource (e.g. Pamphlet, video, blog, storybook) aimed at building effective partnerships with families and communities in order to promote the best outcomes for children. This will be accompanied by a pedagogic rationale that you will present to your peers.
The pedagogic rationale needs to be supported with literature from research that discusses the implication of the issue for families and communities, and the appropriateness of the artefact for supporting families and communities to gain the best outcomes for children. The rationale should also link with the responsibilities of teachers in working with families outlined in the Australian Professional Standards for Teachers and the Australian Early Childhood Code of Ethics. Where appropriate your rationale should link with relevant curriculum documents.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Grace, R., Hodge, K., & McMahon, C. (Eds.). (2017). Children, families and communities: Contexts and consequences (5th ed.). Melbourne: Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Artefact/resource - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Research Report, Artefact/resource - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Artefact/resource
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Artefact/resource
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Research Report, Artefact/resource - Maintain student safety
Relates to: Research Report, Artefact/resource
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Research Report - Engage in professional learning and improve practice
Relates to: Research Report - Apply professional learning and improve student learning
Relates to: Research Report
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Research Report, Artefact/resource - Comply with legislative, administrative and organisational requirements
Relates to: Research Report - Engage with the parents/carers
Relates to: Artefact/resource - Engage with professional teaching networks and broader communities
Relates to: Research Report, Artefact/resource
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
Relates to: ULO3, Research Report, Artefact/resource - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO2, Artefact/resource - Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
Relates to: ULO2, ULO5, Research Report, Artefact/resource - Reflective: Critically reflect on practice to engage in continuous quality improvement in early childhood contexts.
Relates to: ULO1, Research Report - Professional: Apply policy, legislative requirements, codes of conduct and ethical principles to early childhood practice.
Relates to: ULO4, Research Report, Artefact/resource - Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
Relates to: ULO6, Artefact/resource
ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Research Report, Artefact/resource - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Research Report, Artefact/resource - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Research Report, Artefact/resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Research Report - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO6, Artefact/resource