This course aims to provide future primary teachers with a foundation in teaching the general music curriculum. Participants develop their skills in, knowledge of and appreciation of music through experiences in singing, playing, listening, creating, moving and dramatizing. Music Education contributes to the development of the whole person through affective, cognitive and psychomotor experiences in music. It inherently, promote within students lifelong learning, complex thinking affecting communication, compassion, aesthetic awareness, collaborative skills, responsible citizenship and career readiness. Thus, the Music Curriculum provides the opportunity for individual growth and positive recognition. This Course examines the music curricula, music activities as well as how to plan and deliver music lessons that are both enjoyable and meaningful to students.

This course introduces students to the concepts of personal development and well-being. It looks at the knowledge, skills, and values concerning personal development, Healthy Living, and Physical Education, and how they could be taught at the Primary school level. Emphasis will be placed on both the theory and practice of a physically active and healthy lifestyle.

2023: National Diploma in Early Childhood Education & Care

This is National Diploma in Early Childhood Education & Care.  The course consists of 27 units plus 10 weeks of practical in daycare centers and Kindergartens.  It is a one year full time program. 

The course imparts knowledge and skills for learning and development of children from birth to 8 year old. students are able to prepare rich learning environment, 

Assessment is competency based which means that the students are given opportunities for re-submission to achieve all the outcomes. 

The graduates  achieve teaching license to work in early childhood centers around  the country.   

EC00183:  Demonstrate knowledge of diverse families and use a range of effective communication strategies in an ECEC service

Level 3             Credits             Hours

1                 Children refers to the age range of 0-8 years old as defined in Na Noda Mataniciva. Three (3) to six (6) years old belong to the category of preschools and kindergarten aged children.  Evidence in this standard is for children as a whole group.

2                 Communication with families may be assessed in a simulated or real situation.

3                 Candidates for this unit standard should be familiar with the intent of Na Noda     Mataniciva, which informs guidelines, procedures, and practices in the ECEC sector.

4                 Definitions:

     Communication channels are the methods used for communicating and may include but are not limited to – face-to-face, telephone, digital.

     Culture refers to understandings, patterns of behaviour, practices, and values shared by a group of people.

     Diversity refers to understanding that each individual is unique and recognizing individual differences.  These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies, and in this context includes Pasifika concepts.

     An Early Childhood Education and Care (ECEC) service refers to a centre-based service, hospital-based service, or home-based service.  The home-based service may be nominated by the child’s parent, be the child’s own home, or the home of the educator.  Partnership refers to empowerment of the families, reciprocal and responsive relationships with families, acknowledging value of the contribution of family, and the structure and composition of the families.

     Families may be parents, guardians, or members of the extended family who have an interest in the child.

5         Family Law Act 2003

Education Act 1966 

Health and Safety at Work Act 1996

Human Rights and Anti-Discrimination Commission Act 2009 and subsequent amendments.

Program for the Unit:

Outcomes and evidence requirements
Outcome 1     Demonstrate knowledge of family diversity in Fiji.

Evidence requirements

1.1 Families in Fiji are described in terms of their composition (who) and structure (roles).

Range:  evidence of three different family types. E.g. Single parent alone (as in a HART home): Single parent living with relatives; Nuclear family (parents and children only, distant from relatives); Extended family of various relatives, in the house or in close proximity, as in a village.

1.2 Families in Fiji are described in terms of their cultural diversity: language, values and practices (customs).

Range:  evidence of two diverse families.  E.g. Indigenous, Indian, Rotuman, Chinese (refer to sheet on values)

Outcome 2      Describe strategies that promote awareness of, and respect for, cultural diversity, strong leadership and advocacy in an ECEC service.

Evidence requirements

2.1 Strategies are described in terms of how they promote awareness of, and respect for, cultural diversity, strong leadership and advocacy in an ECEC service.

       E.g.  (1)  Learning another language; (2) Joining in cultural or religious celebrations; (3) Collect information from the children and parents; (4) Showing equal respect and love for children of different cultures

2.2 The resources that support learning about other cultures are described in terms of how they meet the purpose of the strategies.

       The main resources will be people, augmented only by readings and observations.

Outcome 3      Use a range of effective communication strategies with diverse families in an ECEC service.

Evidence requirements

3.1       Effective communication strategies are demonstrated in relation to family’s diversity.  This would be done in your practical.

Range: evidence of use of three communication strategies.  Communication strategies may include but are not limited to use of: (1) Communication channels (see Definitions above) appropriate to the audience and context; (2) Language (Hindi, iTaukei in the local form, Mandarin) and body language relevant to the audience and context; (3) Active listening (paraphrasing, summarizing, reflecting, clarifying); (4) Open and Closed questioning.

3.2       Communication strategies are described in relation to benefits for children and building partnerships between an ECEC service and diverse families. 

            Range:  evidence of use of three communication strategies

Activities and Assessment

A          Class activities

B          Study and Assignments (2) – see Assessment Document

C          Written Exam

D          Assessment and Grade Calculation

E          Student resources

F          Timetable: Trimester      Weeks

USE AN E-LEARNING PLATFORM

Level  5          Credits  8  =  Hours  80

 Outcomes

Knowledge

1.      E-learning platform e.g. Moodle, Udemy, Creative Kids Virtual Pre-School

2.      Support mechanisms – equipment, local expertise,

Skills

1.      Use e-learning platform to address learner’s needs

2.      Conduct e-learning support

3.      Obtain feedback and improve e-learning 

People credited with this unit standard are able to:

•     prepare to support e- learning; 

•     preview e-learning platform;

•     implement e-learning support; and

•     review e-learning.

 Explanatory Notes  

1               E-learning is done through stored or on-line courses, applications or programs that may be accessed through an e-learning platform, such as Moodle (USP etc) or run from computer memory

2               2 Children refers to the age range of 0-8 years old as defined in Na Noda Mataniciva.  Three (3) to six (6) years old belong to the category of preschools and kindergarten aged children.

3               This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

4               Organization refers to the management body of an ECEC centre or daycare centre

 Program for the Unit

            Class Time: 20 hours

            Study & Assignment Time: 60 hours

 Outcomes and evidence requirements

Outcome 1

Prepare to support e-learning.

Evidence requirements

1.1       Organization’s technical resources (equipment) to enable e-learning are identified and accessed.

1.2       The online resources to support learners are identified and accessed using an e-learning platform in accordance with organization requirements.

1.3       Organization’s processes and procedures for using e-learning are in place.

 Outcome 2 

Preview e-learning platform.

Evidence requirements

2.1       Organization’s e-learning platform is tested to ensure completion of an online course is possible.

2.2       Effectiveness of functions of e-learning platform is checked through consultation, including email to online cohort, discussion boards and downloading of materials.

2.3       Issues or difficulties impacting the effectiveness of an e-learning platform are identified and reported to supervisor.

Outcome 3 

Implement e-learning support.

Evidence requirements

3.1       (1) Learning outcomes are confirmed with learners and teachers and (2) access to e-learning technology and materials is established in accordance with individual needs.

3.2       (1) Learners are assisted through identified support mechanisms and (2) contingencies or difficulties are managed in accordance with organization standards.

 Outcome 4

Review e-learning.

Evidence requirements

4.1       The e-learning program is reviewed in terms of (1) its applicability to the learners’ needs and (2) the centre’s capacity to support the process.  This is done through observation and feedback:

4.1.1          Feedback is obtained from learners about their level of satisfaction with e-learning against set criteria.

4.1.2          Feedback is gathered from other stakeholders on the use of the e-learning platform and e-learning approaches generally.

4.2       Feedback is used to identify areas for follow-up or improvement and document recommended changes in accordance with organization requirements

Activities and Assessments

A  Class Activities: Explanations and demonstrations

 B  Study & Assignments

Using Moodle for own learning

Using Moodle, or Online Preschool Free (creativekidsvirtualpreschool.com) or similar program with pre-school children

Assignment  Report on suitability of resources and programs online, including: Preview, Support used, Review (Feedback from Children and Parents)

 C  No Written Exam

D  Assessment & Grade calculation

1)    Observation during Practical – 50%

2)    Report as above – 50%