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Becoming a Clinical Practitioner (EC) (EDUC90891)
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
August
Overview
Availability | February August |
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Fees | Look up fees |
This subject builds on the work of EDUC90898 Introduction to Clinical Practice (EC) to further develop the investigation into clinical teaching practices and strategies that support participation and learning of all children/students. It will examine how to collect evidence of the learner’s current understandings to to extend this learning by designing learning sequences and lesson plans. Candidates will gain knowledge and understanding of how to provide timely and appropriate feedback to children/students about their learning. There will be analysis of how to use clinical judgements that support and extend the learner’s thinking. Candidates will develop a range of strategies for reporting to children/students and parents/carers and develop understanding of the purpose of keeping accurate and reliable records of student achievement. Topics will include: Indigenous perspectives; theoretical paradigms to inform play-based pedagogy; young children as diverse learners; differentiated learning and teaching that meets the specific learning needs of learners across the full range of abilities; models of curricula; teaching for creativity. These topics underpin the learning as articulated in the Early Years Learning Framework (EYLF), and the Victorian Early Years Learning and Development Framework (VEYLDF); National Quality Frameworks (NQS); The Victorian Curriculum; Australian Curriculum.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Draw on their knowledge of diverse learners, instructional strategies, and learning needs as central to making judgements about teaching for inclusion (Graduate Standards 1.1; 1.2; 1.6; 2.1; 2.4)
- Collect, analyse, interpret and use reliable assessment evidence about diverse learners, what they already know and what they are ready to learn to make judgements about learning and subsequent adjustments to teaching (Graduate Standards 2.3; 3.1; 3.6; 5.1; 5.2; 5.3; 5.4; 5.5)
- Plan for and implement research informed pedagogical practices and strategies for differentiating teaching across a lesson sequence to address the individual learning needs for specific learners within a group/class context across the full range of abilities (Graduate Standards 1.3; 1.5; 1.6; 3.2; 3.3)
- Connect and engage with learners through effective verbal and non-verbal communication by offering teaching strategies that are responsive to the learner’s strengths and needs (Graduate Standards 1.2; 3.3; 3.5; 4.1; 4.3; 4.5)
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90898 | Introduction to Clinical Practice (EC) | February (On Campus - Parkville) |
6.25 |
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90893 | Clinical Teaching Practice (EC) 2 |
August (On Campus - Parkville)
Year Long (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
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
- Report (1500 words) due early semester (30%)
- Development of an Online e-resource (equivalent 1500 words) due mid semester (30%)
- Clinical Praxis Exam individual oral report (20 mins presentation and 10 mins questions) (equivalent 2000 words) due end of semester (40%)
Hurdle requirements:
- Successful completion of the Online e-resource and Clinical Praxis Exam with a minimum 50% pass grade is required to achieve an overall pass in this subject
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Sarah Young Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 11 February 2019 to 17 May 2019 Last self-enrol date 1 March 2019 Census date 8 March 2019 Last date to withdraw without fail 3 May 2019 Assessment period ends 10 June 2019 February contact information
- August
Principal coordinator Sarah Young Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 5 August 2019 to 11 October 2019 Last self-enrol date 19 August 2019 Census date 30 August 2019 Last date to withdraw without fail 11 October 2019 Assessment period ends 15 November 2019 August contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Continue to use the text from semester 1: EDUC90898 Introduction to Clinical Practice (EC)
Fleer, M. (2013). Play in the early years. New York: Cambridge University Press.
Woolfolk, A., & Margetts, K. (2015). Educational Psychology (4 th ed.). NSW: Pearson.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood) Course Master of Teaching (Early Childhood and Primary)
Last updated: 10 February 2024