Building Partnerships with Families and Communities
This subject provides students with an opportunity to understand the potential for children’s learning, development, and care when teachers develop partnerships with families and communities. Students will analyse theoretical perspectives of partnership, explore philosophical perspectives, and investigate how collaborative partnerships are developed. Models of partnership will be deconstructed and critically analysed to develop student’s understanding of the role of the teacher in leading collaborative relationships. They will develop their own understanding of the communication, cultural responsiveness, and leadership skills they can apply to form effective partnerships.
Quick Info
Awards offering Building Partnerships with Families and Communities
This unit is offered as a part of the following awards:
Unit Content
Curriculum Objective
This subject provides students with an opportunity to understand the potential for children’s learning, development, and care when teachers develop partnerships with families and communities. Students will analyse theoretical perspectives of partnership, explore philosophical perspectives, and investigate how collaborative partnerships are developed. Models of partnership will be deconstructed and critically analysed to develop student’s understanding of the role of the teacher in leading collaborative relationships. They will develop their own understanding of the communication, cultural responsiveness, and leadership skills they can apply to form effective partnerships.
Outcomes
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Unit Learning Outcomes
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ACECQA Curriculum Content areas |
GTSD’s |
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1 |
Discuss the principles, roles and importance of partnerships in the educational context with specific reference to the Early Childhood Sector, including partnerships with parents/carers and communities. |
Family and Community Contexts |
3.7.1 7.1.1 7.3.1 7.4.1 |
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2 |
Examine and discuss the theoretical and philosophical influences on the rationale and methods for developing effective partnerships. |
Family and Community Contexts |
1.2.1 1.5.1 3.7.1 7.1.1 7.3.1 |
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3 |
Critically reflect on the educational, social, economic, and cultural impact of teachers’ engagement with families and communities. |
Teaching Pedagogies |
1.2.1 1.3.1 1.4.1 1.5.1 1.6.1 7.3.1 |
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4 |
Analyse and discuss the outcomes of partnerships on children’s learning and development in an educational context including processes for reporting to parents/carers. |
Education and Curriculum Studies |
1.3.2 2.3.1 3.7.1 7.3.1 |
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5 |
Synthesise and analyse how contexts, policy and frameworks support collaborative partnerships with families in early childhood education and apply strategies to build strong partnerships to enhance children’s learning. |
History and philosophy of Early Childhood
Family and Community Contexts
Education and curriculum studies |
6.1.1 6.1.2 6.1.3 7.1.1 7.1.2
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6 |
Work with a professional learning community to analyse effective collaborative partnerships and apply the Early Childhood Australia Code of Ethics. |
Early Childhood Professional Practice |
6.1.1 6.1.2 6.1.3 7.1.1 7.1.2
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Subject Content
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Content and Sequencing
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ACEQA Curriculum Content |
GTSD’s |
Assessment Tasks |
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1. |
Defining Partnerships. The principles of partnerships and different types of partnerships. |
Family and Community Contexts |
3.7.1 4.1.1 6.1.1 6.2.1 6.4.1 |
Assessment 1: Major Essay (30%) (2500 words). Week 7
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2. |
The importance of partnerships in early childhood learning, development, and pedagogy |
Family and Community Contexts |
6.1.1 6.2.1 6.4.1
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Assessment 1: Major Essay (30%) (2500 words). Week 7
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3 |
Historical, cultural, theoretical, and philosophical perspectives on partnerships |
Education and Curriculum Studies |
1.1.1 1.2.1 1.5.1 2.1.1 2.2.1
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Assessment 1: Major Essay (30%) (2500 words). Week 7
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4 |
The impact of positive relationships on health brain development in early childhood. Linking families with support and information services for mental health and wellbeing. |
Child Development |
3.1.1 3.2.1 3.7.1 4.4.1 4.5.1
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Assessment 1: Major Essay (30%) (2500 words). Week 7
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5. |
Knowledge of the EYLF V2.0 Practices and Principles and NESA s, Graduate Teacher Standard Descriptors (GTSD),
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Education and Curriculum Studies |
3.2.1 3.3.1 4.5.1 5.1.1 5.5.1 |
Assessment 1: Major Essay (30%) (2500 words). Week 7
Assessment 2: Individual/Group Presentation (30%) (15 min/1500 words). Week 7
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6. |
The Value of partnerships in children’s learning, development, and wellbeing
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Family and Community Contexts |
6.1.1 6.2.1 6.3.1 7.1.1 7.2.1 |
Assessment 1: Major Essay (30%) (2500 words). Week 7
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7 |
Families, Parenting and Family Involvement
Communication with Families and student assessment.
Collaborating with Families on Children’s Learning, wellbeing, and development. |
Family and Community Contexts |
6.1.1 6.2.1 6.4.1 7.1.1 7.2.1
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Assessment 1: Major Essay (30%) (2500 words). Week 7
Assessment 2: Individual/Group Presentation (30%) (15 min/1500 words). Week 7
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8. |
Benefits and Barriers in Teacher-Family Partnerships and Implications |
Family and Community Contexts |
6.1.1 6.2.1 6.4.1 7.1.1 7.2.1
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Assessment 1: Major Essay (30%) (2500 words). Week 7
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9. |
Foundations for successful Collaborative Partnerships |
Family and Community Contexts |
6.1.1 6.2.1 6.4.1 7.1.1 7.2.1
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Assessment 3: Major Project (40%) (20 mins/2000 words). Week 11
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10. |
Strategies for engaging Families and Communities |
Family and Community Contexts |
6.1.1 6.2.1 6.4.1 7.1.1 7.2.1
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Assessment 3: Major Project (40%) (20 mins/2000 words). Week 11
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This course may be offered in the following formats
- Face to face on site (extensive)
- E-learning (online/asynchronous)
- E-learning (online/synchronous)
Assessment Methods
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Assessment Overview |
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Assessment Type |
Outcomes |
Weighting |
Assessment Date |
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1-5 |
30% (1500 words in total, 15 mins) |
Week 4 |
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1,3,4 |
40% (2000 words 20 mins) |
Week 9 |
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1-5 |
30% (2000 words 15 mins) |
Week 11 |
Representative References
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references