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Becoming a Clinical Practitioner (EC) (EDUC90891)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville) and Online
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Semester 2
Overview
Availability | February - Online Semester 2 - Dual-Delivery |
---|---|
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
Master of Teaching (Early Childhood), and Master of Teaching (Early Childhood Teacher and Primary) Teacher Candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90898 | Introduction to Clinical Practice (EC) | February (Online) |
6.25 |
Graduate Diploma of Teaching (Early Childhood) Teacher Candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90898 | Introduction to Clinical Practice (EC) | February (Online) |
6.25 |
EDUC91020 | Clinical Teaching Practice (GD EC) 1 | Semester 1 (Extended) (On Campus - Parkville) |
12.5 |
Corequisites
Master of Teaching (Early Childhood Teacher and Primary), and full time Master of Teaching (Early Childhood) Teacher Candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90893 | Clinical Teaching Practice (EC) 2 |
Year Long (Extended) (On Campus - Parkville)
August (On Campus - Parkville)
June (Online)
Semester 1 (Early-Start) (On Campus - Parkville)
|
12.5 |
Part time Master of Teaching (Early Childhood) Teacher Candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90892 | Clinical Teaching Practice (EC) 1 |
Semester 1 (On Campus - Parkville)
Year Long (Extended) (On Campus - Parkville)
August (On Campus - Parkville)
|
12.5 |
Graduate Diploma of Teaching (Early Childhood) Teacher Candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91021 | Clinical Teaching Practice (GD EC) 2 |
Semester 1 (On Campus - Parkville)
Semester 2 (Extended) (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
Description | Timing | Percentage |
---|---|---|
Report
| Early semester | 30% |
Development of an Online e-resource
| Mid semester | 30% |
Clinical Praxis Exam individual oral report (20 mins presentation and 10 mins questions; equivalent 2000 words)
| End of semester | 40% |
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 - Online
Principal coordinator Edith Nicolas Mode of delivery Online Contact hours 36 hours. This Semester 1 (Early-Start) study period is for Teacher Candidates on a reduced study plan only. Permission of the Subject Coordinator is required to enrol. Total time commitment 170 hours Teaching period 4 February 2021 to 16 April 2021 Last self-enrol date 18 February 2021 Census date 19 March 2021 Last date to withdraw without fail 30 April 2021 Assessment period ends 7 June 2021 February contact information
- Semester 2 - Dual-Delivery
Principal coordinator Sue Mentha Mode of delivery Dual-Delivery (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 26 July 2021 to 24 October 2021 Last self-enrol date 6 August 2021 Census date 31 August 2021 Last date to withdraw without fail 24 September 2021 Assessment period ends 19 November 2021 Semester 2 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.
- 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) Course Graduate Diploma in Teaching (Early Childhood)
Last updated: 10 February 2024