Handbook home
Engaging and Assessing Learners (EC) 3 (EDUC91055)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Semester 1
Subject Coordinator, Amy Christiansen: ame.christiansen@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, Seda Erasvar: seda.erasvar@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, Kerry Noad: knoad@unimelb.edu.au
Overview
Availability | Semester 1 |
---|---|
Fees | Look up fees |
This subject will support Teacher Candidates to make decisions about responding to young children’s learning needs using evidence-informed approaches. Teacher Candidates will explore the science of learning and its relationship to effective, culturally informed teaching and learning strategies. To support young children’s participation, Teacher Candidates will identify and respond to behaviours of concern and the contexts in which they emerge. Teacher Candidates will understand the historical and contextual factors in which language and communication are embedded and develop strategies to support the language and communication needs of young children. The processes that underpin the successful development of literacy and numeracy will be explored, including identifying the literacy and numeracy needs of young children and how to intervene using young children’s strengths and capabilities. The Clinical Teaching Model will be used to assess, plan and develop interventions for young children with disability and diverse learning needs. Teacher Candidates will examine the importance of parent/carer involvement in education and how to work effectively with colleagues, other professionals and the community. This subject will also support Teacher Candidates’ explorations of classroom communication and management practices and strategies that support young children’s wellbeing and safety to provide high-quality inclusive learning environments that meet school and/or system, curriculum and legislative requirements. It will equip Teacher Candidates with the fundamental skills necessary to begin to observe, design and implement teaching strategies to engage all young children. This subject references the relevant Australian educational frameworks and curricula.
This subject includes a Clinical Teaching Practicum (placement) in an Early Childhood centre. During the placement, Teacher Candidates will demonstrate 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.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Identify ways to foster and maintain an inclusive learning environment that supports participation and engagement of young children from diverse linguistic, cultural, religious, disability and socioeconomic backgrounds.
- Examine physical, social and intellectual development and demonstrate legislative requirements and teaching strategies that support full participation of young children with a disability.
- Analyse language, communication, literacy and numeracy teaching strategies and apply to the learning needs of all young children.
- Demonstrate a broad range of strategies to involve and work effectively, sensitively and confidentially with parents/carers in the educative process.
- Demonstrate the capacity to organise classroom activities, provide clear directions, and use practical approaches to manage challenging behaviour using a range of verbal and non-verbal communication strategies.
- Use strategies that support young children's wellbeing and safety working within school, curriculum and legislative requirements.
- Demonstrate 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.
- 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.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91051 | Engaging and Assessing Learners (EC) 2 | Semester 2 (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 |
---|---|---|
Literature Review: Literature Review that develops a theoretical framing of diversity and inclusion
| Mid semester | 20% |
Clinical Teaching Practicum (early childhood placement): Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level (1500 words equivalent)
| Throughout the placement | 30% |
Clinical Teaching Practicum (primary school placement): Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level (500 words equivalent)
| Throughout the placement | 10% |
Case Study: Case study (learner) response task using the Clinical Teaching Model.
| 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 early childhood 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 1
Principal coordinator Coordinators Seda Eravsar and Kerry Noad Mode of delivery On Campus (Parkville) Contact hours 20 days of Clinical Teaching Practicum inclusive of placement and seminars (15 days in an early childhood education and care setting, and 5 days in a primary school). Plus 24 hours of coursework (16 hours of on-campus classes, and 8 hours of asynchronous online activities). Total time commitment 220 hours Teaching period 26 February 2024 to 26 May 2024 Last self-enrol date 8 March 2024 Census date 3 April 2024 Last date to withdraw without fail 3 May 2024 Assessment period ends 21 June 2024 Semester 1 contact information
Subject Coordinator, Amy Christiansen: ame.christiansen@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, Seda Erasvar: seda.erasvar@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, Kerry Noad: knoad@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) - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024