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Engaging and Assessing Learners (ECP) 2 (EDUC91065)
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 2
Subject Coordinator, Jason Pietzner: jason.pietzner@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, John Hughes: hughes.j@unimelb.edu.au
Overview
Availability | Semester 2 |
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Fees | Look up fees |
This subject supports Teacher Candidates to develop a deep understanding of assessment strategies, approaches and feedback and the relationships between these and engagement in learning. These understandings support Teacher Candidates to differentiate teaching to meet the learning needs of all children across the full range of abilities.
Using the Clinical Teaching Model as a guiding framework, Teacher Candidates will learn about assessment strategies and approaches. These will consider the diverse needs and backgrounds of children so that accurate and actionable evidence of ability can be collected. Teacher Candidates will develop the ability to construct progressions of learning that are contextually relevant and aligned to the relevant Australian educational frameworks and curricula. They will learn how to use progressions as models of learning that can be used to interpret evidence and support diverse children to actively engage in learning and to reach their potential. Teacher Candidates will learn how to provide feedback that is culturally relevant, accessible, positively framed and engages children. They will review the effectiveness of their own teaching and critically reflect on their ability to evaluate children’s progress. Teacher Candidates will learn how to collect, interpret and use student assessment data to evaluate student learning and modify teaching practice. Candidates will examine assessment moderation practices and its application to support consistent and comparable judgements of children’s learning. Strategies for reporting to children/parents/carers and the purpose of keeping accurate and reliable records of children’s achievement will also be examined.
This subject includes a Clinical Teaching Practicum (placement) in an Early Childhood/Primary setting. During the placement, Teacher Candidates will begin to consolidate the nexus between theory and the practice of teaching, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. Teacher Candidates are supported by experienced Clinical Specialists and Mentor Teachers. A series of seminars will be held which explore Candidates’ developing professional knowledge, practice and engagement. In this subject Teacher Candidates will also complete a Clinical Praxis Exam.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Demonstrate understanding of the physical, social, and intellectual development and characteristics of children by designing differentiated teaching strategies to engage and meet the specific and diverse needs of children across the full range of abilities.
- Demonstrate an understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess children's learning.
- Demonstrate an understanding of assessment moderation and its application to support consistent and comparable judgements of children's learning.
- Demonstrate an understanding of the need to maintain accurate and reliable records of children's achievement for parents/carers through a range of reporting strategies and provide timely and appropriate feedback to children about their learning.
- Interpret student assessment data to evaluate student learning to improve children's learning and modify teaching practice.
- Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds.
- Consolidate understanding of professional knowledge, professional practice and professional engagement by drawing on a range of theoretical perspectives and contemporary research to support teaching practice.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91062 | Engaging and Assessing Learners (ECP) 1 | Semester 1 (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 |
---|---|---|
Clinical Teaching Practicum (placement): Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level (2000 words equivalent)
| Throughout the placement | 40% |
Report: Written report on the accuracy of formal and informal evidence collection procedures linked to a progression
| Mid semester | 20% |
Clinical Praxis Exam (School): Teacher Candidate individual report (10 minutes individual oral presentation and 10 minutes questions and feedback) (2000 words equivalent)
| During the examination period | 40% |
Clinical Teaching ePortfolio: Clinical Teaching Practicum-related resources and documentation Hurdle requirement: A satisfactory Clinical Teaching ePortfolio must be developed and maintained with fully documented lesson plans, lesson observations, reflections and evaluations and relevant school/centre curriculum documents. | Throughout the placement | N/A |
Clinical Teaching Practicum Attendance Hurdle requirement: 100% attendance on all placement days. 100% attendance at all Clinical Teaching Practicum seminars. | Throughout the placement | N/A |
Coursework Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as coursework contact hours (may include lectures, tutorials, and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2
Principal coordinator Jason Pietzner Coordinator John Hughes Mode of delivery On Campus (Parkville) Contact hours 20 days of Clinical Teaching Practicum in a primary school (inclusive of placement and seminars), and 24 hours of coursework (16 hours of on-campus classes, and 8 hours of asynchronous online activities) Total time commitment 220 hours Teaching period 24 July 2023 to 22 October 2023 Last self-enrol date 4 August 2023 Census date 31 August 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023 Semester 2 contact information
Subject Coordinator, Jason Pietzner: jason.pietzner@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, John Hughes: hughes.j@unimelb.edu.au
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 (Early Childhood and Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024