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Clinical Teaching Practice (EC&P) 4 (EDUC90987)
Graduate courseworkPoints: 12.5On Campus (Parkville)
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
Semester 1 (Extended)
April
July
Overview
Availability | Semester 1 (Extended) April July |
---|---|
Fees | Look up fees |
This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement in the primary school context. The school placement focuses on clinical teaching and on developing an understanding of student characteristics, principles of learning and teaching, classroom management and school organisation in a generalist classroom. Candidates take responsibility for the planning, implementation and assessment of lessons based on national and state curricula during extended periods of supervised teaching and across all curriculum areas. Teacher Candidates will 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 support Teacher Candidates in collaboration academics who are also engaged in the on-campus teaching program.
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.
Intended learning outcomes
On completion of this subject students should be able to:
(Note: Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.)
- Demonstrate that progress towards the attainment of Australian Professional Standards for Teachers is being consolidated
- Critically reflect on the ways in which educational theory and research inform teaching practice (Graduate Standards 1.2)
- Consolidate knowledge of the characteristics of learners (Graduate Standards 1.2, 1.5)
- Consolidate subject and pedagogical content knowledge to create inclusive and productive learning environments (Graduate Standards 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.4)
- Design and implement relevant generalist and specialised curriculum and pedagogy, integrating digital technologies and differentiating teaching and using effective verbal and non-verbal communication to engage students 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)
- Create and maintain safe and supportive learning environments using practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3)
- 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 5.1, 5.2, 5.3, 5.4)
- Consolidate understanding of how educational theory and research informs teaching practice (Graduate Standard 1.2)
- Consolidate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2)
- Consolidate knowledge of the relevant legislative acts and regulations (Graduate Standard 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: 10 February 2024
Eligibility and requirements
Prerequisites
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90892 | Clinical Teaching Practice (EC) 1 |
February (On Campus - Parkville)
August (On Campus - Parkville)
June (On Campus - Parkville)
Year Long (Extended) (On Campus - Parkville)
|
12.5 |
EDUC90893 | Clinical Teaching Practice (EC) 2 |
February (On Campus - Parkville)
Year Long (Extended) (On Campus - Parkville)
August (On Campus - Parkville)
|
12.5 |
EDUC90894 | Clinical Teaching Practice (EC) 3 |
Semester 1 (Extended) (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
AND
A current Working with Children Check
Corequisites
None
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 |
---|---|---|
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level (equivalent to 3500 words)
| Throughout placement | 70% |
Report on Teaching Practice (written report on a 10-min video-recording)
| End of placement | 30% |
Hurdle requirement: 100% attendance at all placement days | Throughout placement | N/A |
Hurdle requirement: The interim clinical teaching practice report must be passed | Mid-placement | N/A |
Hurdle requirement: Submission of a 10-minute video recording | End of placement | N/A |
Hurdle requirement: All graded tasks must be passed and all hurdles met to successfully complete the subject | Throughout placement | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1 (Extended)
Principal coordinator John Hughes Mode of delivery On Campus (Parkville) Contact hours The Semester 1 (Extended) availability is for out of sequence Teacher Candidates wo were unable to complete CTP4 in 2020. Total time commitment 170 hours Teaching period 31 January 2022 to 29 June 2022 Last self-enrol date 11 February 2022 Census date 31 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 29 June 2022 Semester 1 (Extended) contact information
- April
Principal coordinator John Hughes Mode of delivery On Campus (Parkville) Contact hours The May availability is for the standard Early Childhood and Primary subject sequence in the Winter period. Total time commitment 170 hours Teaching period 30 April 2022 to 30 July 2022 Last self-enrol date 18 May 2022 Census date 20 May 2022 Last date to withdraw without fail 24 June 2022 Assessment period ends 30 July 2022 April contact information
- July
Coordinator John Hughes Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 11 July 2022 to 29 September 2022 Last self-enrol date 27 July 2022 Census date 29 July 2022 Last date to withdraw without fail 2 September 2022 Assessment period ends 30 September 2022 July contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Churchill, R., Ferguson, P., Gordinho, S., Johnson, N. F., Keddie, A., Letts, W., & Nicholson, P. (216) Teaching: Making a Difference. Milto: Wiley
Hampe, N. (2013). Reflective practice and writing: A guide to getting started.
Worley, P. (2015), Open thinking, closed questioning: Two kinds of open and closed question, Journal of Philosophy in Schools 2(2).
Last updated: 10 February 2024