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Integrating Language & Clinical Practice (EDUC90906)
Graduate courseworkPoints: 12.5Not available in 2024
Overview
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This subject has a combined emphasis on language and literacy, pedagogy and assessment across the disciplines. Teacher Candidates will be introduced to the language and literacy demands of the range of subject areas taught in the secondary school. The subject draws on research and practice to examine a range of topics including: the scaffolding role of the teacher in students’ learning through language; teachers’ and students’ use of oral language to enhance learning; strategies for supporting students’ reading and writing; planning for literacy in the subject areas; Universal Design for Learning and tiered approaches to orchestrating inclusive classrooms; assessment techniques that underpin the articulation of learning progressions; and methods and moderation processes that support consistent and comparable judgements of student learning . The theme of the content presented in this core subject is ‘making judgements and adjustments’.
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 learners and learning as central to making judgements about teaching (Graduate Standards 1,1, 1.2; 3.1; 3.3)
- Collect, analyse, interpret and use reliable assessment evidence about individual 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; 3.6; 5.1; 5.2; 5.3; 5.4; 5.5)
- Plan for and implement research-informed pedagogical practices to address the individual learning needs of a learner within a group/class context (Graduate Standards 1.3; 1.5; 3.2, 4.4)
- Connect and engage with learners through effective verbal and non-verbal communication (Graduate Standards 1.2; 3.5; 4.1)
- Use knowledge of the language and literacy demands of their teaching disciplines to make judgements and adjustments about teaching and learning (Graduate Standard 2.5)
Generic skills
MTeach graduates 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: 23 April 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90904 | Introduction to Clinical Practice (Sec) | Not available in 2024 |
12.5 |
Corequisites
All teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90902 | Diverse and Inclusive Classrooms (Sec) | Not available in 2024 |
6.25 |
Full time teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90909 | Clinical Teaching Practice (Sec) 2 | Not available in 2024 |
12.5 |
Extended plan teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91011 | Clinical Teaching Practice (Sec) 2 Ext | Not available in 2024 |
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: 23 April 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Analysis of an oral language interaction
| Early in the teaching period | 30% |
Assessment report
| Late in the teaching period | 30% |
Clinical Praxis Exam (Student) individual oral report (20 minutes presentation and 10 minutes questions; 2000 words equivalent for this subject). This is a shared task with EDUC90902 Diverse and Inclusive Classrooms (Sec)
| End of the teaching period | 40% |
Hurdle requirement: A minimum of 80% attendance at all scheduled seminars, tutorials and workshops | Throughout the teaching period | N/A |
Last updated: 23 April 2024
Dates & times
Not available in 2024
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).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 23 April 2024
Further information
- Texts
Prescribed texts
Griffin, P. (Ed.) (2014). Assessment for teaching. Port Melbourne, Vic: Cambridge University Press.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 23 April 2024