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Clinical Teaching Practice (EC) 2 (EDUC90893)
Graduate courseworkPoints: 12.5On Campus (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
Semester 1 (Early-Start)
June
Year Long (Extended)
August
Overview
| Availability | Semester 1 (Early-Start) - On Campus June - Online Year Long (Extended) - On Campus August - On Campus |
|---|---|
| Fees | Look up fees |
This subject provides further opportunities for Teacher Candidates to consolidate their understanding of the nexus between theory and practice of teaching, drawing on a range of theoretical perspectives and contemporary research whilst teaching children aged three to five years.
This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement. Guided by the National Quality Framework, Teacher Candidates will extend their ability to closely observe children’s learning and development, taking increasing responsibility for the planning, implementation and evaluation of learning experiences, demonstrating their developing understanding of children’s progression along learning and development trajectories. Teacher Candidates will continue to 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 will continue to support Teacher Candidates in collaboration with academics who have relevant areas of expertise.
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.
In this subject, Teacher Candidates also undertake five days’ clinical teaching practice in a primary school, observing teaching and learning in the early years of formal school education and engaging in team-teaching. During this school-based teaching practice, experienced primary teachers mentor Teacher Candidates in collaboration with academics.
June Online 2021 Study Period – Subject Overview
Note: The June Online 2021 study period provides a modified version of the subject that includes two online case study placements. Enrolment in the June Online 2021 study period requires the approval of the subject coordinator.
In the June Online version of this subject, Teacher Candidates undertake an online preparation day, and 12 days of online case study placement. This will involve 10 days of synchronous and asynchronous teaching and learning tasks focused on early childhood education and care settings with children aged between three and five years, and 2 days of synchronous and asynchronous teaching and learning tasks focused on a primary school setting with children aged between five and eight years.
This subject provides further opportunities for Teacher Candidates to develop their understanding of the nexus between theory and practice of teaching, drawing on a range of theoretical perspectives and contemporary research whilst exploring the teaching of children aged three to eight years.
This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement. Guided by the National Quality Framework, Teacher Candidates will extend their ability to closely observe children’s learning and development, taking responsibility for the planning and evaluation of learning experiences, demonstrating their developing understanding of children’s progression along learning and development trajectories. Teacher Candidates will explore differentiation in teaching practice to include students with diverse needs and backgrounds and will take into account Aboriginal and Torres Strait Islander perspectives on learning and development. Subject tutors and Clinical Teaching Staff will support Teacher Candidates in collaboration with academics who have relevant areas of expertise.
The two-day primary case study placement explores clinical teaching practice in primary school settings, viewing teaching practices and exploring learning in the early years of formal school education. During this case study placement subject tutors and Clinical Teaching Staff will support Teacher Candidates in collaboration with academics who have relevant areas of expertise.
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.
- Demonstrate that progress towards attainment of Australian Professional Standards for Teachers is being consolidated.
- Consolidate knowledge of the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4);
- Consolidate pedagogical content knowledge to create inclusive and productive playbased learning environments (Graduate Standards 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.4);
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage children in their learning (Graduate Standards 1.5, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.5, 5.4);
- Create and maintain safe and supportive learning environments using practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4);
- Design assessment tools and tasks and interpret data and evidence to make clinical judgements about teaching interventions and reflect on the impact of teaching on learning outcomes (Graduate Standards 2.3, 3.1, 3.2, 3.3, 3.6);
- Consolidate understanding of how educational theory and research informs teaching practice (Graduate Standards 1.2);
- Consolidate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.3, 7.4); and
- Consolidate knowledge of the relevant legislative acts and regulations (Graduate Standards 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
Students must have a current Working With Children Check.
| 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 |
Corequisites
Master of Teaching (Early Childhood and Primary), and full time Master of Teaching (Early Childhood) Teacher Candidates:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90891 | Becoming a Clinical Practitioner (EC) |
Semester 2 (Dual-Delivery - Parkville)
February (Online)
|
12.5 |
Part time Master of Teaching (Early Childhood) Teacher Candidates complete EDUC90891 prior to this subject (according to the part time plan).
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
August
| Description | Timing | Percentage |
|---|---|---|
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level
| Throughout placement | 60% |
Successful Completion of the School Placement
| Throughout placement | 10% |
Essay - Learning Action Plan
| During the assessment period | 30% |
| Hurdle requirement: 100% attendance on all placement days | Throughout the teaching period | N/A |
| Hurdle requirement: 100% attendance at all professional seminars (or an approved alternative learning activity) | Throughout the teaching period | N/A |
| Hurdle requirement: Interim clinical teaching practice interview-based assessment | Full-time: Prior to block placement, Part-time: End of Semester 1 | N/A |
| Hurdle requirement: 100% participation in all professional discussion and video forums and seminars (or an approved alternative learning activity | Throughout the teaching period | N/A |
| Hurdle requirement: Clinical teaching practice interview-based assessment | End of case study placement | N/A |
June
| Description | Timing | Percentage |
|---|---|---|
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level. In the case study placement students will engage in assessed short written responses, discussion and video forums.
| Throughout case study placement | 60% |
Successful Completion of the School Placement
| Throughout case study placement | 10% |
Essay - Learning Action Plan
| During the assessment period | 30% |
| Hurdle requirement: 100% attendance at all case study placement sessions | Throughout the teaching period | N/A |
| Hurdle requirement: 100% participation in all professional discussion and video forums and seminars (or an approved alternative learning activity | Throughout the teaching period | N/A |
| Hurdle requirement: Clinical teaching practice interview-based assessment | End of case study placement | N/A |
Additional details
IMPORTANT NOTE:
August
The assessment listed under the 'August' heading is the standard assessment for this subject. It applies for students enrolled in the following Study Periods:
- August: Full time Teacher Candidates
- Year Long (Extended): Part time Teacher Candidates
- Semester 1 (Early-Start): Permission of the Coordinator is required.
June
The assessment listed under the 'June' heading only applies for students enrolled in the Study Period:
- June Online: Permission of the Coordinator is required.
Last updated: 3 November 2022
Dates & times
- Semester 1 (Early-Start) - On Campus
Principal coordinator Sonja Arndt Mode of delivery On Campus (Parkville) Contact hours Enrolment in the Semester 1 study period is only permitted with approval of the Coordinator. One preparation day, 20 days of Clinical Teaching Practice in an early childhood education and care setting with children aged between three and five years, 5 days of observation and team-teaching in a primary school, and 6 hours of seminars. Total time commitment 204 hours Teaching period 22 February 2021 to 30 May 2021 Last self-enrol date 5 March 2021 Census date 31 March 2021 Last date to withdraw without fail 7 May 2021 Assessment period ends 25 June 2021 Semester 1 (Early-Start) contact information
- June - Online
Mode of delivery Online Contact hours Enrolment in the June Online study period is only permitted with approval of the Coordinator. One online preparation day, and 12 days of online case study placement (this will involve 10 days of synchronous and asynchronous teaching and learning tasks focused on early childhood education and care settings with children aged between three and five years, and 2 days of synchronous and asynchronous teaching and learning tasks focused on a primary school setting with children aged between five and eight years). Total time commitment 204 hours Teaching period 4 June 2021 to 23 June 2021 Last self-enrol date 8 June 2021 Census date 18 June 2021 Last date to withdraw without fail 25 June 2021 Assessment period ends 14 July 2021 June contact information
- Year Long (Extended) - On Campus
Principal coordinator Sonja Arndt Mode of delivery On Campus (Parkville) Contact hours (This Year Long offering is timetabled to fit the schedule of part-time students) One preparation day, 20 days of Clinical Teaching Practice in an early childhood education and care setting with children aged between three and five years, 5 days of observation and team-teaching in a primary school, and 6 hours of seminars. Total time commitment 204 hours Teaching period 22 February 2021 to 19 November 2021 Last self-enrol date 5 March 2021 Census date 31 May 2021 Last date to withdraw without fail 24 September 2021 Assessment period ends 19 November 2021 Year Long (Extended) contact information
- August - On Campus
Principal coordinator Sonja Arndt Mode of delivery On Campus (Parkville) Contact hours One preparation day, 20 days of Clinical Teaching Practice in an early childhood education and care setting with children aged between three and five years, 5 days of observation and team-teaching in a primary school, and 6 hours of seminars. (This August offering is timetabled to fit the schedule of full time Teacher Candidates) Total time commitment 204 hours Teaching period 16 August 2021 to 15 November 2021 Last self-enrol date 3 September 2021 Census date 10 September 2021 Last date to withdraw without fail 22 October 2021 Assessment period ends 22 November 2021 August contact information
Additional delivery details
Study Periods
August: Full time Teacher Candidates
Year Long (Extended): Part time Teacher Candidates
Semester 1 (Early-Start): Permission of the Coordinator is required.
June Online: Permission of the Coordinator is required.
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children. Choices for theory and practice (3rd ed.). Pearson Education: Australia
Belonging, Being & Becoming The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2009.
Department of Education and Early Childhood Development (DEECD). (2009). Victorian Early Years Learning and Development Framework. Melbourne, Australia: Early Childhood Strategy Division.
Australian Children's Education and Care Quality Authority (ACECQA). (2013). Guide to the National Quality Standard Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
CLASS materials through Brookes Publishing online:
- Electronic Dimensions Guide x 1 (Pre-K)
- Electronic access to the Teachstone Video Libraries
- Kick off session recording for Pre-K tools
- 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: 3 November 2022