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Becoming a Clinical Practitioner (EC) (EDUC90891)

Graduate courseworkPoints: 12.5Online

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Overview

Availability
Semester 2 - Online
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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:

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

  • 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)

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: 14 September 2023

Eligibility and requirements

Prerequisites

Students must meet one of the following prerequisite options:

Option 1

Admission into one of the following: MC-TEACHEC Master of Teaching (Early Childhood), MC-TEACHEP Master of Teaching (Early Childhood and Primary)

AND

Code Name Teaching period Credit Points
EDUC90898 Introduction to Clinical Practice (EC)
Semester 1 (Early-Start) (Online)
 6.25

Option 2

Admission into the GD-TCHEC Graduate Diploma in Teaching (Early Childhood)

AND

All of

Code Name Teaching period Credit Points
EDUC90898 Introduction to Clinical Practice (EC)
Semester 1 (Early-Start) (Online)
 6.25
EDUC91020 Clinical Teaching Practice (GD EC) 1
Semester 1 (Extended) (On Campus - Parkville)
 12.5

Corequisites

Master of Teaching (Early Childhood Teacher and Primary), and full time Master of Teaching (Early Childhood) Teacher Candidates:

Code Name Teaching period Credit Points
EDUC90893 Clinical Teaching Practice (EC) 2
July (On Campus - Parkville)
February (On Campus - Parkville)
 12.5

Part time Master of Teaching (Early Childhood) Teacher Candidates:

Code Name Teaching period Credit Points
EDUC90892 Clinical Teaching Practice (EC) 1
May (On Campus - Parkville)
June (On Campus - Parkville)
 12.5

Graduate Diploma of Teaching (Early Childhood) Teacher Candidates:

Code Name Teaching period Credit Points
EDUC91021 Clinical Teaching Practice (GD EC) 2
Semester 1 (On Campus - Parkville)
Semester 2 (Extended) (On Campus - Parkville)
 12.5

Non-allowed subjects

None

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: 14 September 2023

Assessment

DescriptionTimingPercentage

Report

  • 1500 words
Early semester30%

Development of an Online e-resource

  • 1500 words (equivalent)
Hurdle requirement: Successful completion of the Online e-resource with a minimum 50% pass grade is required to achieve an overall pass in this subject		Mid semester30%

Clinical Praxis Exam individual oral report (20 mins presentation and 10 mins questions; equivalent 2000 words)

  • 30 minutes (total)
Hurdle requirement: Successful completion of the Clinical Praxis Exam with a minimum 50% pass grade is required to achieve an overall pass in this subject		End of semester40%
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.Throughout the teaching periodN/A

Last updated: 14 September 2023

Dates & times

  • Semester 2 - Online
    CoordinatorSarah Young
    Mode of deliveryOnline
    Contact hours36 hours
    Total time commitment170 hours
    Teaching period24 July 2023 to 22 October 2023
    Last self-enrol date 4 August 2023
    Census date31 August 2023
    Last date to withdraw without fail22 September 2023
    Assessment period ends17 November 2023

    Semester 2 contact information

    sry@unimelb.edu.au

Time commitment details

170 hours

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).
    - Completion rate. Students who started their course from 2022 and are in a CSP or receiving a HELP Loan (eg FEE-HELP) must meet the completion rate to continue to receive Commonwealth Support for that course.

Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement, and as a fail toward the completion rate, unless there are approved ‘special circumstances’.

Last updated: 14 September 2023

Further information

Last updated: 14 September 2023