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Clinical Teaching Practice (EC&P) 5 (EDUC90988)
Graduate courseworkPoints: 12.5On 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
Semester 1 (Extended)
Subject coordinator: breannon.hurn@unimelb.edu.au
Course coordinator: tassonem@unimelb.edu.au
April
February
Semester 2 (Extended)
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
| Availability | Semester 1 (Extended) April February Semester 2 (Extended) |
|---|---|
| Fees | Look up fees |
This subject synthesises Teacher Candidates’ understanding of the characteristics of professional knowledge, clinical practice and engagement for professional accountability in the primary school context. Teacher Candidates will reflect critically on the ways in which educational theory and research inform practice.
The school placement is focused on clinical teaching across all curriculum areas and year levels in a generalist primary classroom. Teacher Candidates will demonstrate capacity to make sound clinical judgements and to independently deliver high impact clinical instruction for sustained periods using sequenced lessons and units of work. Teacher Candidates will demonstrate a high level of 21st century skills and their ability to develop these skills in students. Teacher Candidates will differentiate their teaching to include students with diverse needs and backgrounds and will take into account Aboriginal and Torres Strait Islander perspectives on learning and development. Experienced Mentor Teachers support Teacher Candidates in collaboration with academics who are also engaged in the on-campus teaching program.
The Clinical Teaching Practice seminars are framed by the Australian Professional Standards for Teachers at the Graduate Level. At seminars, Teacher Candidates will engage in collaborative learning and critical reflection.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
(Note: Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- Meet the Australian Professional Standards for Teachers
- Critically reflect on the ways in which educational theory and research informs teaching practice (Graduate Standard 1.2)
- Understand the characteristics of learners (Graduate Standards 1.2, 1.5)
- Apply subject and pedagogical content knowledge to create inclusive and productive learning environments (Graduate Standards 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4)
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage students in their learning (Graduate Standards 1.5, 2.1, 2.2, 2.3, 3.1, 3.2)
- Create and maintain safe and supportive learning environments effectively using practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4)
- Design assessment tasks and interpret data and evidence to make clinical judgments about teaching interventions and critically reflect on teaching on learning outcomes (Graduate Standards 2.3, 5.4)
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school community (Graduate Standards 7.1, 7.2, 7.3, 7.4)
- Understand key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2, 7.3)
- Understand relevant legislative acts and regulations (Graduate Standard 7.2)
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: 3 November 2022
Eligibility and requirements
Prerequisites
Successful completion of 175 points of the Master of Teaching (Early Childhood and Primary); and a current Working with Children Check; and
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90987 | Clinical Teaching Practice (EC&P) 4 |
February (On Campus - Parkville)
May (On Campus - Parkville)
|
12.5 |
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: 3 November 2022
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 |
|---|---|---|
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level: 23 days
| Throughout placement | 40% |
Assessment for Graduate Teaching (AfGT) Task (Elements 1-4)
| End of semester | 60% |
| Hurdle requirement: 100% attendance at all placement days | Throughout placement | N/A |
| Hurdle requirement: 100% attendance at all professional seminars | Throughout placement | N/A |
| Hurdle requirement: The interim clinical teaching practice report must be passed | Mid-placement | N/A |
| Hurdle requirement: Submission of completed AfGT Template 1 | Mid semester | N/A |
| Hurdle requirement: All graded tasks must be passed and all hurdles met to successfully complete the subject | N/A |
Last updated: 3 November 2022
Dates & times
- Semester 1 (Extended)
Principal coordinator Bree Hurn Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 10 February 2020 to 19 June 2020 Last self-enrol date 21 February 2020 Census date 30 April 2020 Last date to withdraw without fail 5 June 2020 Assessment period ends 3 July 2020 Semester 1 (Extended) contact information
Subject coordinator: breannon.hurn@unimelb.edu.au
Course coordinator: tassonem@unimelb.edu.au
- April
Principal coordinator Bree Hurn Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 1 April 2020 to 30 July 2020 Last self-enrol date 24 April 2020 Census date 1 May 2020 Last date to withdraw without fail 26 June 2020 Assessment period ends 15 August 2020 April contact information
- February
Principal coordinator Bree Hurn Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 1 February 2020 to 30 September 2020 Last self-enrol date 20 March 2020 Census date 30 April 2020 Last date to withdraw without fail 17 July 2020 Assessment period ends 16 October 2020 February contact information
- Semester 2 (Extended)
Principal coordinator Bree Hurn Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 27 July 2020 to 30 November 2020 Last self-enrol date 7 August 2020 Census date 21 September 2020 Last date to withdraw without fail 16 October 2020 Assessment period ends 30 November 2020 Semester 2 (Extended) contact information
Time commitment details
170 hours
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
Churchill, R., Ferguson, P., Gordinho, S., Johnson, N. F., Keddie, A., Letts, W., & Nicholson, P. (216) Teaching: Making a Difference. Milto: Wiley
Hampe, N. (2013). Reflective practice and writing: A guide to getting started.
Worley, P. (2015), Open thinking, closed questioning: Two kinds of open and closed question, Journal of Philosophy in Schools 2(2).
Last updated: 3 November 2022