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Clinical Teaching Practice (EC&P) 5 (EDUC90988)
Graduate courseworkPoints: 12.5On 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
April
August
October
Overview
Availability | April August October |
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Fees | Look up fees |
This subject synthesises Teacher Candidates’ understanding of the characteristics of professional knowledge, clinical practice and engagement for professional accountability in the primary school context. Teacher Candidates will reflect critically on the ways in which educational theory and research inform practice.
The school placement is focused on clinical teaching across all curriculum areas and year levels in a generalist primary classroom. Teacher Candidates will demonstrate capacity to make sound clinical judgements and to independently deliver high impact clinical instruction for sustained periods using sequenced lessons and units of work. Teacher Candidates will demonstrate a high level of 21st century skills and their ability to develop these skills in students. 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 support Teacher Candidates in collaboration with 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, Teacher Candidates should be able to:
(Note: Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- Meet the Australian Professional Standards for Teachers
- Critically reflect on the ways in which educational theory and research informs teaching practice (Graduate Standard 1.2)
- Understand the characteristics of learners (Graduate Standards 1.2, 1.5)
- Apply 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, 3.6, 4.1, 4.2, 4.4)
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage students in their learning (Graduate Standards 1.5, 2.1, 2.2, 2.3, 3.1, 3.2)
- Create and maintain safe and supportive learning environments effectively using practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4)
- Design assessment tasks and interpret data and evidence to make clinical judgments about teaching interventions and critically reflect on teaching on learning outcomes (Graduate Standards 2.3, 5.4)
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school community (Graduate Standards 7.1, 7.2, 7.3, 7.4)
- Understand key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2, 7.3)
- Understand 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
Admission into the MC-TEACHEP Master of Teaching (Early Childhood and Primary)
AND
Completion of a minimum of 175 credit points of study
AND
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90987 | Clinical Teaching Practice (EC&P) 4 |
May (On Campus - Parkville)
February (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: 23 days
| Throughout placement | 40% |
Assessment for Graduate Teaching (AfGT) Task (Elements 1-4)
| End of semester | 60% |
Hurdle requirement: 100% attendance at all placement days | Throughout placement | N/A |
Hurdle requirement: 100% attendance at all professional seminars | Throughout placement | N/A |
Hurdle requirement: The interim clinical teaching practice report must be passed | Mid-placement | N/A |
Hurdle requirement: Submission of completed AfGT Template 1 | Mid semester | N/A |
Hurdle requirement: All graded tasks must be passed and all hurdles met to successfully complete the subject | N/A |
Last updated: 10 February 2024
Dates & times
- April
Principal coordinator John Hughes Mode of delivery On Campus (Parkville) Contact hours This availability is only for those candidates with CTP and Capstone to complete in the first half of 2023. This pathway is for students finishing mid-year only. Total time commitment 170 hours Teaching period 5 April 2023 to 30 May 2023 Last self-enrol date 17 April 2023 Census date 21 April 2023 Last date to withdraw without fail 19 May 2023 Assessment period ends 19 June 2023 April contact information
- August
Principal coordinator Harry Galatis Coordinator Sibel Uysal Mode of delivery On Campus (Parkville) Contact hours This availability is intended for most EC&P students, still with coursework to complete. Total time commitment 170 hours Teaching period 8 August 2023 to 18 October 2023 Last self-enrol date 22 August 2023 Census date 1 September 2023 Last date to withdraw without fail 6 October 2023 Assessment period ends 6 November 2023 August contact information
- October
Principal coordinator Harry Galatis Coordinator Sibel Uysal Mode of delivery On Campus (Parkville) Contact hours Students can only enrol in this availablity with permission from the subject coordinator. Total time commitment 170 hours Teaching period 7 October 2023 to 17 November 2023 Last self-enrol date 16 October 2023 Census date 20 October 2023 Last date to withdraw without fail 17 November 2023 Assessment period ends 8 December 2023 October 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: 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