Pre-requisites

ED921.506 Ecology and Management of Learning Environments
ED952 Assessment, Evidence and Reporting
ES910 Primary English
ES911 Primary Mathematics
ES918 Primary Specialist: English OR ES919 Primary Specialist: Mathematics
PR931 Professional Practice: Teaching Primary (5 days)

Completed one of the two LANTITE components (Coded as NLTEST or NNTEST)

Co-requisites

ED922 Students with Additional Needs

Learning Outcomes

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

• In the context of a placement the student will plan and implement lessons that target student learning through a range of teaching strategies and demonstrate knowledge of the scope and sequence of the content area and students’ learning needs.

• In the context of a placement the student will organise classroom activities, providing clear direction and using a range of verbal and non-verbal communication strategies to support student engagement and learning.

• In the context of a placement the student will plan and implement a range of strategies to manage challenging behaviour in the classroom.

• In the context of a placement the student will critically reflect on their own and others’ teaching programs and practices in order to improve as a teacher.

• In the context of a placement the student will seek, evaluate and apply constructive feedback from supervisors and teachers to improve teaching practices.

• In the context of a placement the student will reflect upon and examine their identity as a teacher and how this outworks in their teaching practice, including a Christian perspective.

• In the context of a placement the student will demonstrate a developing understanding of the Australian Professional Standards for Teachers and Professional Codes of Conduct and Ethics for the teaching profession, and how they apply to teaching practice.

• In the context of a placement the student will apply expert content knowledge, pedagogical content knowledge and highly effective classroom teaching in their area of English or Mathematics specialisation.

Unit Description

During the school-based learning experiences, pre-service teachers will demonstrate a responsive and responsible approach to professional practice and satisfactory completion of Professional Experience placements and debriefings. They will reflect on the role and responsibility of a teacher, demonstrating Christian values and principles and a professional manner with students, colleagues and the school community.

The second professional experience is a block of 25 consecutive days in a primary school, typically completed during the first semester of their second year. The students will have engaged in a substantial number of academic subjects by that stage and will confidently undertake this second ‘Supported Teaching’ experience. In this experience students will observe in the first week, teach small groups and team teach in the second and third weeks and then spend the final two weeks in ‘half day’ control. Pre-service teachers will develop their practices towards meeting the Standards for Graduate Teachers and the Codes of Ethics and Conduct. They will apply expert content and pedagogical content knowledge in their chosen English or Mathematics primary specialisation in order to demonstrate highly effective teaching in this area.

The schools will be encouraged to view the pre-service teachers as co-learners with their Mentor Teachers and provide a professional experience that scaffolds their development. The pre-service teachers will observe teaching and learning, teach small groups of students, team teach with their Mentor Teachers and, teach whole classes for half days. Pre-service teachers will be guided and supported in seeking and applying constructive feedback from experienced teachers in order to improve their teaching practices. They will then return to their College-based units which are constructed to assist them to reflect on their experience, address individual concerns and prepare strategically for the third Professional Experience.

Mentor Teachers will provide advice and support for the pre-service teachers and will assess their teaching against the 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 observe as many different classes as possible and to become well immersed with school life. Pre-service teachers are required to incorporate digital technologies in their teaching, learning, preparation and assessment practices displaying improving personal proficiency.

Successful completion of all Professional Experiences is essential to gaining the award of Master of Teaching (Primary).

Pre-service teachers will have a Working with Children check before they commence Professional Experience.

Topics

topics:

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Unit offerings

Face to face: (Demand based)

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.