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Learning and Teaching Contexts 2 (EDUC90584)
Graduate courseworkPoints: 6.25On Campus (Parkville)
To learn more, visit 2023 Course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
January
Overview
Availability | January |
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Fees | Look up fees |
Building on the work done in Learning & Teaching Contexts 1, participants will consider system and school-level responses to students’ needs in a context of equity, inclusion and social justice, with a focus on the role of policy in guiding teacher practice, curriculum design and professional relationships. They will investigate the process of change in schools, with a particular focus on creating the conditions for improvement in student outcomes.
This subject provides an opportunity for participants to develop a deep understanding of two key topics: Indigenous Education and Youth Transitions. Through exploration of the Indigenous Education topic, participants will develop a broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds as well as respect for Aboriginal and Torres Strait Island histories, cultures and languages, and the implications of this understanding for their own practice. Participants will also explore the nature of youth transitions in Australia, the patterns and trends of transition amongst different cohorts of students, and the implications for their schools.
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.
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice (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 (Graduate Standards 1.1, 1.3, 7.1)
- 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)
- Demonstrate an understanding of the factors that lead to improvement in students' educational outcomes. (Graduate Standards 1.2, 1.3, 1.5)
- Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds (Graduate Standards 2.4, 2.5)
- Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (Graduate Standards 2.4)
- Demonstrate knowledge of the school's role in facilitating successful of young people from to school to further education, training and employment(Graduate Standards 3.6, 6.4)
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Respond professionally to school-wide, community and system expectations;
- Understand the processes of social change in the context of equity and social justice;
- Engage actively with current research to strengthen and refine their professional understanding and practice;
- Critique and implement relevant system and school policies.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90583 | Learning and Teaching Contexts 1 | January (On Campus - Parkville) |
12.5 |
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 |
---|---|---|
Policy Essay
| March | 50% |
School Reflection Essay
| June | 50% |
Hurdle requirement: 100% attendance at all scheduled lectures, tutorials, seminars and workshops throughout semester. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- January
Coordinator Anne Farrelly Mode of delivery On Campus (Parkville) Contact hours 12 hours Total time commitment 75 hours Teaching period 9 January 2023 to 29 July 2023 Last self-enrol date 17 February 2023 Census date 24 February 2023 Last date to withdraw without fail 26 May 2023 Assessment period ends 29 July 2023 January contact information
Time commitment details
75 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: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Internship
Last updated: 10 February 2024