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Introduction to Clinical Practice (EC) (EDUC90898)
Graduate courseworkPoints: 6.25On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | February |
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Fees | Look up fees |
This subject will provide the general conceptual framework for understanding teaching and learning in early childhood. It will examine how learning can be enhanced from a range of evidence-based theoretical perspectives. 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 include: the clinical teaching cycle (observational assessment including making consistent judgements about learning, planning for learning, curriculum programming, implementation; critical reflection and evaluation); theories of learning; play-based learning; intentional teaching; and designing productive learning environments. 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 will be able to use theory, research and evidence to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Identify learning as a process and a product that have implications for teaching judgements (Graduate Standards 1.2; 5.1; 5.4)
- Collect, analyse, interpret and record the assessment evidence about learners, what they already know and what they are ready to learn to make consistent and comparable judgements about learning and subsequent teaching, reporting the outcomes to learners, parents/carers (Graduate Standards 1.1; 3.1 5.1; 5.3; 5.4, 5.5)
- Recognise and plan for research informed pedagogical practices for a specific context (Graduate Standards 1.2; 2.1; 3.2; 3.3)
- Recognise and develop supportive learning environments with a focus on promotion of positive behaviour and purposeful engagement in learning (Graduate Standards 3.4; 4.1; 4.2; 4.3; 4.4)
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
None
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90895 | Educational Foundations (EC) | February (On Campus - Parkville) |
6.25 |
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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Essay
| Mid semester | 50% |
Planning document
| End of semester | 50% |
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Sarah Young Mode of delivery On Campus (Parkville) Contact hours 18 hours Total time commitment 85 hours Teaching period 24 February 2020 to 8 May 2020 Last self-enrol date 10 March 2020 Census date 30 April 2020 Last date to withdraw without fail 15 May 2020 Assessment period ends 14 June 2020 February contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
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 and Primary) Course Master of Teaching (Early Childhood)
Last updated: 10 February 2024