Handbook home
Integrating Clinical Practice (Prim) (EDUC90884)
Graduate courseworkPoints: 6.25Online
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.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
August
Overview
Availability | March - Online August - Online |
---|---|
Fees | Look up fees |
EDUC90884 Integrating Clinical Practice (Prim) builds on the learning developed in EDUC90885 Introduction to Clinical Practice (Prim)to further explore and consolidate Teacher Candidates’ knowledge and application of assessment, pedagogy and instructional approaches related to clinical practice. It aims to further equip Teacher Candidates with the knowledge and skills necessary to assess student learning at the class and individual levels, and then to justify the selection of strategies appropriate to students’ learning needs.
Students will become familiar with planning frameworks that promote inclusive classroom and consider pedagogical approaches and strategies designed to meet students’ learning needs. Teacher Candidates will connect and engage with students, developing their knowledge of verbal and non-verbal communication to support student understanding. Teacher Candidates will gain enhanced understandings of assessment techniques that underpin the articulation of learning progressions and methods that provide grounds for making reliable judgements about student learning will support the planning and implementation of inclusive classroom practices. Teacher Candidates will develop methods for collecting and maintaining accurate and reliable data on student achievement and strategies for reporting to students and parents/carers.
Teacher Candidates will articulate learning progressions using student behaviours; develop methods for making reliable judgements about student learning; analyse student evidence to determine the next steps in learning and to evaluate progress; identify interventions and their associated research; select interventions to match the student and their context; and reflect on the implementation of interventions. The theme of the content presented in this core subject is ‘making judgements and adjustments’.
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 learners and learning as central to making judgements about teaching (Graduate Standards 1.1; 1.2, 3.3)
- Design assessment tools and tasks to collect, display, analyse and interpret reliable assessment data and evidence about individual students and determine next steps for learning. (Graduate Standards 2.3, 3.6, 5.1; 5.2; 5.3; 5.4; 5.5)
- Plan for and implement research-informed pedagogical practices to address the individual learning needs of a learner within a group/class context (Graduate Standards 1.3; 1.5; 3.1, 3.2, 4.4)
- Connect and engage with learners through effective communication (Graduate Standards 1.2; 3.5; 4.1)
Generic skills
MTeach graduates 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
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90885 | Introduction to Clinical Practice (Prim) | Semester 2 (Early-Start) (Online) |
6.25 |
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90881 | Diverse and Inclusive Classrooms (Prim) | March (Dual-Delivery - Parkville) |
6.25 |
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 |
---|---|---|
Assessment Response Task
| Early in the teaching period | 30% |
Evidence-Based Teaching and Assessment Plan
| Mid semester | 70% |
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
- March - Online
Coordinator Timothy O'Leary Mode of delivery Online Contact hours 12 hours Total time commitment 85 hours Pre teaching requirements During the preteaching period, students are required to engage with materials posted on the LMS. Teaching period 14 March 2022 to 16 May 2022 Last self-enrol date 25 March 2022 Census date 8 April 2022 Last date to withdraw without fail 20 May 2022 Assessment period ends 24 June 2022 March contact information
- August - Online
Coordinator Timothy O'Leary Mode of delivery Online Contact hours Total time commitment 85 hours Teaching period 1 August 2022 to 16 September 2022 Last self-enrol date 10 August 2022 Census date 19 August 2022 Last date to withdraw without fail 9 September 2022 Assessment period ends 29 September 2022 August contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Griffin, P. (Ed.) (2014). Assessment for teaching. Port Melbourne, Vic: Cambridge University Press.
Woolfolk, A., & Margetts, K. (2016). Educational psychology (4 th edition). Melbourne, Vic.: Pearson.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary)
Last updated: 10 February 2024