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Learning and Teaching Contexts 1 (EDUC90583)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
January
Overview
| Availability | January - Dual-Delivery |
|---|---|
| Fees | Look up fees |
This subject assists participants to understand their professional and legal role in and beyond the classroom, as well as the changing social, policy and professional contexts in which students learn and teachers work. It will also examine the social, economic, cultural and locational factors that have an impact on student learning and educational outcomes. Key themes of equity, inclusion and social justice are addressed. These are examined in the light of system and school-level response, with a focus on the role of policy in guiding teacher practice, curriculum design, professional relationships and professional conduct.
This subject along with EDUC90580 Evidence Based Learning and Teaching 1 and EDUC90823 Language, Literacy and Numeracy, requires participants to implement the Clinical Praxis Exam.
Intended learning outcomes
On completion of this subject, participants should be able to:
(Graduate Standards refers to the Graduate level Australian Professional Standards for Teachers)
- demonstrate knowledge of key debates and theories concerning equity, social differences and human rights and their relevance to educational practice and policy (Graduate Standards 1.1, 1.2, 1.3, 4.1, 4.4)
- critically consider system and school-based responses to addressing issues relating to equity, inclusion, social justice, student well being and safety relevance to educational practice and policy (Graduate Standards 1.3, 1.4, 4.1, 4.4)
- develop a critical analysis of the wider social and global context of education systems, schools and classrooms relevance to educational practice and policy (Graduate Standards 1.1, 1.3, 7.1)
- build an understanding of the socio-cultural factors that shape students' learning, their school experiences and educational outcomes relevance to educational practice and policy (Graduate Standards 1.4, 1.5, 1.6, 2.4, 4.4)
- acquire/deepen knowledge of the diverse professional contexts of teachers' work in schools and other educational settings as well as understand professional codes of ethics and conduct. relevance to educational practice and policy (Graduate Standards 7.1, 7.2, 7.3, 7.4)
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Critically reflect on their practice and professional role
- Articulate the importance of equity, participation and democracy in education
- Work collaboratively and productively in their school to meet community and system expectations.
Last updated: 13 December 2022
Eligibility and requirements
Prerequisites
None
Corequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90593 | Developing Clinical Practice 1 | Year Long (Extended) (Dual-Delivery - Parkville) |
18.75 |
| EDUC90580 | Evidence Based Learning and Teaching 1 | January (Dual-Delivery - Parkville) |
12.5 |
| EDUC90823 | Language, Literacy and Numeracy | January (Dual-Delivery - 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: 13 December 2022
Assessment
| Description | Timing | Percentage |
|---|---|---|
Group Scenario Presentation – Delivery of lesson based on a case study representing students of diverse backgrounds (equivalent to 1500 words per participant)
| During Intensive 1 | 30% |
Clinical Praxis Examination - Oral presentation (equivalent 1500 words) (This is a combined assessment task with EDUC90823 and EDUC90580)
| During Intensive 2 | 30% |
Scenario Reflective Essay – Response to a social justice issue
| October | 40% |
| Hurdle requirement: 100% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 13 December 2022
Dates & times
- January
Coordinator Anne Farrelly Mode of delivery Dual-Delivery (Parkville) Contact hours Total time commitment 170 hours Teaching period 22 November 2021 to 12 November 2022 Last self-enrol date 1 February 2022 Census date 14 March 2022 Last date to withdraw without fail 15 July 2022 Assessment period ends 18 November 2022 January contact information
Time commitment details
170 hours
Last updated: 13 December 2022
Further information
- Texts
Prescribed texts
Students will be provided with a collection of readings, via the online Learning Management System (LMS).
- Off-campus study
This subject has a workplace component
This subject is part of the Master of Teaching (Secondary) Internship, which is an employment-based course. Interns are employed in schools as para-professionals with teaching responsibilities and have Permission to Teach from the Victorian Institute of Teaching.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Internship
Last updated: 13 December 2022