Learning and Teaching Contexts 1 (EDUC90583)
Graduate courseworkPoints: 12.5On Campus (Parkville)
To learn more, visit 2023 Course and subject delivery.
Overview
| Availability | January |
|---|---|
| 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: 24 April 2024
Eligibility and requirements
Prerequisites
None
Corequisites
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90580 | Evidence Based Learning and Teaching 1 | January (On Campus - Parkville) |
12.5 |
| EDUC90593 | Developing Clinical Practice 1 | Year Long (Extended) (On Campus - Parkville) |
18.75 |
| EDUC90823 | Language, Literacy and Numeracy | January (On Campus - 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: 24 April 2024
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: 24 April 2024
Dates & times
- January
Coordinator Anne Farrelly Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 21 November 2022 to 11 November 2023 Last self-enrol date 2 December 2022 Census date 13 March 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023 January contact information
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 24 April 2024
Further information
- Texts
- 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
Last updated: 24 April 2024