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Engaging and Assessing Learners (SI) 1 (EDUC91203)
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
January
Subject Coordinator Dr Chris McCaw: mccawc@unimelb.edu.au
Clinical Specialist (Placement) Coordinator Dr Scott Cameron: scott.cameron@unimelb.edu.au
Overview
Availability | January |
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Fees | Look up fees |
This foundational subject explores the purposes of education and the role of the teacher in meeting professional ethics and responsibilities. Education has the capacity to transform society and through this subject, Interns will examine the social, political, and legislative conditions that create schooling cultures to support and sustain all students. Interns will consider how local and global educational policies inform and are informed by educational practices. This subject references the relevant Australian educational frameworks and curricula.
The clinical model of teaching will be introduced as an evidence-based practice guiding teaching, assessment and evaluation approaches. Interns will examine current research into the processes and strategies that facilitate learning and will gain knowledge and understanding of physical, social and intellectual development and how characteristics of students may affect learning. Specifically, pedagogical practices will focus on understanding and responding to the learning strength and needs of students from linguistic, cultural, religious, and socioeconomic backgrounds.
This subject will also support Interns exploration of classroom communication and management practices and strategies that support students’ wellbeing and safety to provide high-quality learning environments that meet school and/or system, curriculum and legislative requirements. It will equip Interns with the fundamental skills necessary to begin to observe, design and implement teaching strategies to engage all students.
This subject includes a Clinical Teaching Practicum (employment-based teaching internship) in a Secondary school over Terms 1 and 2 (four days per week). Interns will begin to demonstrate the nexus between theory and the practice of teaching through the use of the Clinical Teaching Model, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. Interns are supported by experienced Clinical Specialists and Mentor Teachers. A series of seminars will be held which explore Interns’ developing professional knowledge, practice and engagement.
Intended learning outcomes
On completion of this subject, Interns should be able to:
- Demonstrate broad and deep understanding of the social, political, and legislative conditions that create schooling cultures in order to support and sustain all students.
- Demonstrate knowledge and understanding of physical, social and intellectual development and how characteristics of students may affect learning.
- Apply knowledge of teaching strategies responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds.
- Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
- Demonstrate knowledge of the ways in which teaching practice is informed by codes of ethics and conduct for the teaching profession, and relevant legislative, administrative and organisational requirements.
- Apply knowledge of classroom activities and management strategies that create and maintain supportive and safe learning environments for all students to create inclusive and productive learning environments.
- Demonstrate 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
On completion of this subject, Interns should be able to demonstrate:
- 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.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 7 April 2024
Eligibility and requirements
Prerequisites
Interns must:
• be appointed in an approved teaching position in a Secondary school;
• have Permission to Teach from the Victorian Institute of Teaching (or equivalent Australian state/territory-based authority for Interns with a school appointment outside Victoria) prior to the commencement of their teaching position;
• have a Working with Children Check.
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91092 | Engaging and Assessing Learners (Sec) 1 | Semester 1 (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: 7 April 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Reflective Exercise: Podcast, written essay, or position statement on the purposes of education
| Second half of the teaching period | 25% |
Clinical Teaching Practicum (Employment-based teaching): Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level across 80 days of school teaching (number of days may vary according to school specific timetabling)
| Throughout school terms 1 and 2 | 40% |
Essay: Culturally relevant educational environments
| During the examination period | 35% |
Clinical Teaching ePortfolio: Teaching 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 curriculum documents | Throughout school terms 1 and 2 | N/A |
Clinical Teaching Practicum Seminar Attendance Hurdle requirement: A minimum of 80% attendance at all Clinical Teaching Practicum seminars | During the teaching period | 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) | During the teaching period | N/A |
Coursework Assessment Hurdle requirement: Interns must achieve a minimum of 30 percent (half of the possible score) out of the combined 60 percent of the final subject score available for the first assessment (Reflective Exercise) and third assessment (Essay). | Throughout the subject | N/A |
Last updated: 7 April 2024
Dates & times
- January
Coordinators Scott Cameron and Chris McCaw Mode of delivery On Campus (Parkville) Contact hours Clinical Teaching Practicum: 80 days/ 640 hours* of employment-based teaching in a secondary school (inclusive of teaching and seminars). *Number of days/hours may vary according to school-specific timetabling. Coursework: 24 hours (16 hours of on-campus classes, and 8 hours of asynchronous online activities). Total time commitment 770 hours Teaching period 20 November 2023 to 28 June 2024 Last self-enrol date 3 January 2024 Census date 5 January 2024 Last date to withdraw without fail 12 April 2024 Assessment period ends 28 June 2024 January contact information
Subject Coordinator Dr Chris McCaw: mccawc@unimelb.edu.au
Clinical Specialist (Placement) Coordinator Dr Scott Cameron: scott.cameron@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: 7 April 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 - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 7 April 2024