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Learning Area Politics 1 (EDUC90965)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
Availability | February |
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Fees | Look up fees |
This subject develops Teacher Candidates’ understanding of the place of Humanities education with a focus on Politics in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach and learn Accounting in a secondary school setting.
Teacher Candidates will develop their knowledge of how to plan lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes in the area of Humanities and Politics. They will have an opportunity to implement a lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Humanities educator with a focus on Politics.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standard 1.2, 1.3, 1.5, 2.1, 3.2, 3.5, 3.5)
- Understand how to design lesson plans and learning sequences, using knowledge of student learning, curriculum frameworks, assessment policies and practices and teaching resources. (Graduate Standard 1.2, 1.5, 2.2, 2.3, 3.2, 3.3, 3.6)
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standard 3.1, 3.2, 3.4, 3.6)
- Demonstrate strategies for effective classroom communication, particularly as they relate to dialogic instructional strategies, in meeting the needs of a diversity of students (Graduate Standard 1.2, 1.3, 1.5, 2.4, 2.5, 3.3, 3.4)
- Evaluate teaching programs and the effectiveness of teaching practices, strategies and resources to improve learning (Graduate Standard 3.3, 3.4, 3.6, 5.1)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning Graduate Standard 2.3, 3.4, 3.6, 5.1)
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines (http://www.vit.vic.edu.au/registering-as-a-teacher/teaching-programs/standards-for-accreditation-of-programs), for entry into this subject.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Micro-teaching Lesson (5 minutes; equivalent to 500 words) and Written Reflection (1000 words), due early semester (30%)
- Teaching and Learning Resource (1,500 words), due mid semester (30%)
- Unit Plan (2,000 words), due end of semester (40%)
Hurdle requirements:
- A minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Timothy Bush Mode of delivery On Campus (Parkville) Contact hours 36 Total time commitment 170 hours Teaching period 5 February 2018 to 30 May 2018 Last self-enrol date 28 February 2018 Census date 9 March 2018 Last date to withdraw without fail 4 May 2018 Assessment period ends 15 June 2018 February contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
Last updated: 10 February 2024