Learning Area B2 (EDUC90998)
Graduate courseworkPoints: 18.75On Campus (Parkville)
About this subject
Contact information
Year Long
Overview
| Availability | Year Long |
|---|---|
| Fees | Look up fees |
This subject builds on EDUC90596 Learning Area A1 and EDUC90597 Learning Area B1 by further developing participants’ capacity to extend their repertoire of general subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of their specific teaching areas. This subject focuses on participants’ understanding of differentiation as a tool to cater for diverse learners and to promote student engagement. Participants build their capacity to assess and provide feedback on student learning using a variety of tools. They are encouraged to reflect on and refine their practice and identify strategies that are designed to improve learning outcomes.
Participants will be supported to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all students.
Intended learning outcomes
On completion of this subject, participants should be able to:
(Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- Demonstrate an enhanced ability to use curriculum and assessment knowledge to establish challenging learning goals and to select and organise content into effective teaching and learning sequences (Graduate Standards 3.1, 3.2, 3.3)
- Understand and comply with relevant legislative, administrative and organizational policies and processes required for teachers according to school stage (Graduate Standards 7.1, 7.2)
- Demonstrate an enhanced ability to select, develop and use a range of teaching strategies and tools including ICT that engage learners and progress learning (Graduate Standards 3.3, 3.4)
- Demonstrate a capacity to use a variety of assessment strategies to collect evidence of student needs and learning and to use assessment data to plan for future learning (Graduate Standards 5.1, 5.2, 5.3, 5.4)
- Reflect critically on their own learning, teaching and assessment practices within their learning area and identify implications for their own professional growth as teachers of their Learning Area (Graduate Standards 6.1, 6.2, 6.3, 6.4)
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change;
- be flexible and able to adapt to change through knowing how to learn;
- understand the significance of developing their practice on the basis of research evidence;
- work in teams with skills in cooperation, communication and negotiation;
- be independent of mind, reasonable, resilient, self-regulating;
- have a conscious personal and social values base.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90596 | Learning Area A1 | No longer available | |
| EDUC90597 | Learning Area B1 | No longer available |
Corequisites
None
Non-allowed subjects
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90844 | Learning Area B2 | No longer available |
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
A Report on the strategy employed to address an issue of significance within Learning Area B2
| April | 40% |
Report on Assessment Strategy
| July | 40% |
Reflection on the use of ICT in teaching practice
| October | 20% |
| Hurdle requirement: 100% attendance at intensive sessions (whether on campus or online), and a minimum of 80% attendance at non-intensive online sessions | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Year Long
Principal coordinator Merryn Dawborn-Gundlach Mode of delivery On Campus (Parkville) Contact hours 36 hours of face to face contact comprising 24 hours of workshops and lectures in two intensives throughout the year and 12 hours of webinars Total time commitment 255 hours Teaching period 3 March 2025 to 26 October 2025 Last self-enrol date 14 March 2025 Census date 2 June 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 Year Long contact information
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: 4 March 2025
Further information
- Texts
- Related Handbook entries
Last updated: 4 March 2025