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Clinical Teaching Practice (GD EC) 1 (EDUC91020)
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
Semester 1 (Extended)
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Overview
Availability | Semester 1 (Extended) |
---|---|
Fees | Look up fees |
This subject provides opportunities for Teacher Candidates to demonstrate the nexus between the theory and practice of teaching when teaching children aged from birth to 5 years, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement. Teacher Candidates will integrate the content of academic subjects taught during the semester with their teaching practice in an intentional manner, in order to demonstrate developing understanding of children’s progression along learning and development trajectories.
During clinical teaching practice, experienced Mentor Teachers support Teacher Candidates in collaboration with Clinical Teaching Specialists who have relevant areas of expertise.
Guided by the National Quality Framework, Teacher Candidates undertake graduated responsibility for the planning, implementation and assessment of learning experiences. Teacher Candidates will differentiate their teaching to include children with diverse needs and backgrounds and consider Aboriginal and Torres Strait Islander perspectives on learning and development.
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:
(Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- Understand the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4)
- Apply subject and pedagogical content knowledge to create inclusive and productive play-based learning environments (Graduate Standards 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.4)
- Create and maintain safe and supportive learning environments using practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4)
- 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)
Generic skills
This subject contributes to the development of the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Creativity and innovation
- Evidence based decision making
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Active and participatory citizenship
- Inquiry and research
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission into the GD-TCHEC Graduate Diploma in Teaching (Early Childhood)
AND
A current Working With Children Check
Corequisites
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90897 | Infant & Toddler Learning & Development | Semester 1 (Early-Start) (Online) |
12.5 |
EDUC90898 | Introduction to Clinical Practice (EC) | Semester 1 (Early-Start) (Online) |
6.25 |
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90892 | Clinical Teaching Practice (EC) 1 |
May (On Campus - Parkville)
June (On Campus - Parkville)
|
12.5 |
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 |
---|---|---|
Interim Clinical Teaching Practice Review Meeting (Age 0 to 3 placement)
| Mid-placement | N/A |
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level (Age 0 to 3 placement)
| Second block week of placement | 50% |
Interim Clinical Teaching Practice Formative Review Meeting (Age 3 to 5 placement)
| Mid-placement | N/A |
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level (Age 3 to 5 placement)
| Second block week of placement | 50% |
Hurdle requirement: 100% attendance on all placement days | Throughout placement | N/A |
Hurdle requirement: 100% attendance at all professional seminars (or an approved alternative learning activity) | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1 (Extended)
Coordinator Catherine Hamm Mode of delivery On Campus (Parkville) Contact hours 3 preparation days, 30 days of Clinical Teaching Practice in an early childhood education and care setting, and 4 hours of seminars Total time commitment 204 hours Teaching period 20 February 2023 to 23 June 2023 Last self-enrol date 3 March 2023 Census date 31 March 2023 Last date to withdraw without fail 5 May 2023 Assessment period ends 30 June 2023 Semester 1 (Extended) contact information
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Time commitment details
204 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
MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children. Choices for theory and practice (3rd ed.). Pearson Education: Australia
Belonging, Being & Becoming: The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2009.
Department of Education and Training (DET). (2016). Victorian Early Years Learning and Development Framework: For All Children from Birth to Eight Years. East Melbourne, VIC: Department of Education and Training.
Australian Children's Education and Care Quality Authority (ACECQA). (2013). National Quality Standard Retrieved from https://www.acecqa.gov.au/nqf/national-quality-standard
CLASS materials through Brookes Publishing online:
Electronic Dimensions Guide x 2 (Infant, Toddler)
Electronic access to the Teachstone Video Libraries
Kick off session recording for Toddler tool
Last updated: 10 February 2024