Subjects taught in 2022 will be in one of three delivery modes: Dual-Delivery, Online or On Campus.
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
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This subject focuses on the Teacher Candidates’ awareness of the characteristics of knowledge, practice and engagement for professional accountability in teaching. The school placement focuses on consolidating key learnings from within each of the CORE and Learning Area subjects with a focus on assessment for tracking student learning to inform teaching. Teacher Candidates take responsibility for independent teaching and demonstrate their capacity to implement sustained sequences of lessons and assessment with consideration for the learning needs of individual students.
Teaching Fellows at the school and Clinical Specialists from the University advise and monitor Teacher Candidates in collaboration with Mentor Teachers during the period of sustained and independent teaching. The Professional Practice Seminars focus on professional readiness, creating and maintaining safe and challenging learning environments, assessment and feedback.
The Professional Practice Seminars focus on National standards and provide Teacher Candidates with opportunities to examine theoretical frameworks and associated practical tasks that have been assigned during the placement. Seminars focus on one or more of the National standards and provide opportunities for self assessment, document and scenario analysis and in depth reflection of theory and practice concerning links between instructional processes and student centred learning.
100% attendance is mandatory in all practicum subjects.
Intended learning outcomes
On completion of this subject Teacher Candidates should be able to:
The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
- Analyse and generate diverse sources of data to inform clinical judgments informing the implementation of teaching interventions;
- Demonstrate their capacity to use a range of strategies to establish a positive and inclusive learning environment;
- Establish a safe and productive learning environment with clear expectations for student behaviour;
- Use a range of strategies to assess and monitor student learning needs and use these to inform teaching, to report on student learning and provide feedback to students;
- Independently access and manage a range of learning and teaching resources including technologies to support their specialist area in teaching;
- Apply professional criteria to their own teaching and professional activity as outlined in the National Standards for Graduating Teachers;
- Plan and implement strategies to support their professional growth;
On completion of this subject, Teacher Candidates will have the knowledge, skills and understanding to enable them to:
- Be skilled communicators who can effectively articulate and justify their professional development in teaching
- Be flexible and able to adapt to change through knowing how to learn;
- Understand the significance of teaching as interventionist practice;
- Use evidence to make clinical judgements;
- Work in teams with skills in cooperation, communication and negotiation;
- Be independent of mind, responsible, resilient, self-regulating;
- Have a conscious personal and social values base that is evident in their teaching.
Last updated: 14 March 2022