Engaging and Assessing Learners (SI) 1 (EDUC91203)
Graduate courseworkPoints: 12.5Off Campus
About this subject
Contact information
Semester 1 (Extended)
Subject Coordinator Dr Chris McCaw: mccawc@unimelb.edu.au
Clinical Specialist (Placement) Coordinator Dr Scott Cameron: scott.cameron@unimelb.edu.au
Overview
| Availability | Semester 1 (Extended) - Off Campus |
|---|---|
| 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: 4 March 2025
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Position statement on educational purposes (15-minute podcast or video)
| Second half of the teaching period | 30% |
Online Engagement: Reading annotation
| Throughout the teaching period | 15% |
Clinical Teaching Practicum ePortfolio: related resources and documentation
| Throughout school terms 1 and 2 | 15% |
Practicum analysis (20-minute video presentation with written transcript, or digital poster)
| During the examination period | 40% |
Clinical Teaching Practicum (Employment-based teaching) induction requirements Hurdle requirement: Clinical Teaching Practicum (Employment-based teaching) induction requirements must be satisfied (may include seminars, induction modules and preparation sessions). | Prior to the commencement of employment | N/A |
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)
| N/A | |
Coursework attendance Hurdle requirement: A minimum of 75% attendance at scheduled synchronous classes. | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Semester 1 (Extended) - Off Campus
Coordinators Chris McCaw and Scott Cameron Mode of delivery Off Campus Contact hours Clinical Teaching Practicum: 80 days/ 640 hours* of employment-based teaching in a secondary school plus 4 hours of practicum preparation activities. *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 6 January 2025 to 4 July 2025 Last self-enrol date 17 January 2025 Census date 31 March 2025 Last date to withdraw without fail 9 May 2025 Assessment period ends 4 July 2025 Semester 1 (Extended) 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: 4 March 2025
Further information
- Texts
- Related Handbook entries
- Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 4 March 2025