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Becoming a Clinical Practitioner (EC) (EDUC90891)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90891
Campus
Parkville
Availability
February
August
FeesSubject EFTSL, Level, Discipline & Census Date

This subject builds on the work of EDUC90898 Introduction to Clinical Practice (EC) to further develop the investigation into clinical teaching practices and strategies that support participation and learning of all children/students. It will examine how to collect evidence of the learner’s current understandings to to extend this learning by designing learning sequences and lesson plans. Candidates will gain knowledge and understanding of how to provide timely and appropriate feedback to children/students about their learning. There will be analysis of how to use clinical judgements that support and extend the learner’s thinking. Candidates will develop a range of strategies for reporting to children/students and parents/carers and develop understanding of the purpose of keeping accurate and reliable records of student achievement. Topics will include: Indigenous perspectives; theoretical paradigms to inform play-based pedagogy; young children as diverse learners; differentiated learning and teaching that meets the specific learning needs of learners across the full range of abilities; models of curricula; teaching for creativity. These topics underpin the learning as articulated in the Early Years Learning Framework (EYLF), and the Victorian Early Years Learning and Development Framework (VEYLDF); National Quality Frameworks (NQS); The Victorian Curriculum; Australian Curriculum.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

  • Draw on their knowledge of diverse learners, instructional strategies, and learning needs as central to making judgements about teaching for inclusion (Graduate Standards 1.1; 1.2; 1.6; 2.1; 2.4)
  • Collect, analyse, interpret and use reliable assessment evidence about diverse learners, what they already know and what they are ready to learn to make judgements about learning and subsequent adjustments to teaching (Graduate Standards 2.3; 3.1; 3.6; 5.1; 5.2; 5.3; 5.4; 5.5)
  • Plan for and implement research informed pedagogical practices and strategies for differentiating teaching across a lesson sequence to address the individual learning needs for specific learners within a group/class context across the full range of abilities (Graduate Standards 1.3; 1.5; 1.6; 3.2; 3.3)
  • Connect and engage with learners through effective verbal and non-verbal communication by offering teaching strategies that are responsive to the learner’s strengths and needs (Graduate Standards 1.2; 3.3; 3.5; 4.1; 4.3; 4.5)

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers

Generic skills

This subject will develop the following set of key transferable skills:

  • Clinical reasoning and thinking
  • Problem solving
  • Evidence based decision making
  • 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

Last updated: 11 November 2018