Pre-requisites

PR636.300 Professional Practice: Teaching Primary (25 days)
ES716.300 English Literacy and Numeracy in the Primary Setting 1 OR ES712.306 Primary Specialist: English OR ES713.306 Primary Specialist: Mathematics

Co-requisites

ES717.306 English Literacy and Numeracy in the Primary setting 2 OR ES718.306 Primary Numeracy OR ES719.306 Primary Literacy

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Plan and implement lesson sequences that target student learning through a range of teaching strategies and demonstrate knowledge of scope and sequence of the content area

• Explore, implement and evaluate strategies to provide students with safe, supportive and engaging learning environments

• Develop and implement a range of assessments to monitor students’ progress and diagnose and gauge the learning and teaching needs of students, and provide feedback to students on their learning

• Use assessment data to ascertain student learning needs to plan for differentiated teaching and learning.

• Critically reflect on their own and others’ teaching practices and seek and apply advice and feedback from supervisors and experienced teachers in order to improve their teaching practices and reflect on their identity as a teacher

• Participate as a professional in the life of the school community, demonstrating an understanding of the required roles and responsibilities

• Engage in a range of professional learning activities targeted at improving teaching and learning outcomes

• Demonstrate proficiency in their teaching practice commensurate with the expectations outlined in the National Standards for Graduate Teachers and codes of ethics and conduct including expert content knowledge, pedagogical content knowledge and highly effective classroom teaching in their area of specialisation

Unit Description

The fourth and final professional experience is a block of 30 consecutive days in a school (primary), and is during the second semester of the fourth year. The aim for this teaching block is for pre-service teachers to operate as independent yet supervised teachers. The pre-service teachers will ideally move quickly through a team teaching model with the Mentor Teacher and have full control of the class learning environment for at least 25 days. Students will attend a preparation class prior to the placement and a reflection class after completing the placement, both are on-campus classes.

By the end of this professional experience students are required to demonstrate that they are ‘ready to teach’ by satisfactorily meeting all the Standards for Graduating Teachers after teaching the class for at least 25 consecutive days and demonstrating expert content and pedagogical content knowledge in their chosen English or Mathematics primary specialisation and demonstrating highly effective teaching in this area. The College in consultation with the Mentor Teacher will make the final determination of the student’s capacities.

Mentor Teachers will provide advice and support for the pre-service teachers and will assess their teaching against the National Standards for Graduating Teachers.

As pre-service teachers progress through the Professional Experience, they are expected to demonstrate increasing competence and professional growth. All pre-service teachers are encouraged to become well immersed with school life.

Pre-service teachers are required to incorporate digital technologies in their teaching, learning and administration practices displaying improving personal proficiency.

Topics

• Pre Professional Experience Briefing
• Post Professional Experience Reflection

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Unit offerings

Face to face: (Demand based)
Independent/Flexible: (Every Year, Semester 1 and 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.