Engaging and Assessing Learners (Sec) 3 (EDUC91151)

This subject equips Teacher Candidates with the skills to address diverse student learning needs using evidence-informed approaches. Teacher Candidates will explore the science of learning and understand cognitive implications for learning and how these inform the selection of effective, responsive teaching and learning strategies. Further, the subject will emphasise that evidence-based effective pedagogical practices are most impactful when implemented consistently for all students, including those with additional needs or from disadvantaged backgrounds. Evidence-based approaches to cater for specific needs and disabilities, especially needs with high prevalence in Australian classrooms will be explored. Teacher Candidates will develop the ability to foster student engagement and learning for all students by managing classroom organisation, establishing and enforcing rules, and creating effective routines within high-quality instruction. Proactive strategies such as modelling, setting clear goals and expectations, and managing disruptions through proportional verbal and non-verbal responses will be practised.

Approaches to managing challenging behavior are explored alongside strategies for leveraging whole-school positive behavior frameworks to achieve lasting change. The processes that underpin the successful development of language and communication, literacy and numeracy will be explored including how to use this information to identify the learning needs of students, and how to intervene in classroom learning contexts, using evidence-informed and contextually responsive strategies.

The subject highlights the critical role of family and community in education, preparing Teacher Candidates to work effectively, sensitively, and confidentially with parents, carers, and allied health professionals. Relevant Australian educational frameworks and curricula are integrated into the course content.

A Clinical Teaching Practicum (Placement) in a Secondary school forms a core component of this subject. During this placement, Teacher Candidates will connect theory to practice, drawing on theoretical perspectives and contemporary research to refine their teaching. They will be supported by experienced Clinical Educators and Mentor Teachers. A series of seminars will further develop their professional knowledge, practice, and engagement.

As part of this subject, Teacher Candidates will complete the Assessment for Graduate Teaching (AfGT), demonstrating their readiness for the profession.