Professional Experience 2
Duration
- One Semester or equivalent
Contact hours
- 12 hours face to face + Blended + 30 days placement (225 hours)
On-campus unit delivery combines face-to-face and digital learning.
Prerequisites
Concurrent Pre-requisites
Pre-Requisites
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Aims and objectives
In this unit, pre-service teachers will undertake a 30 day professional experience in a secondary school setting under the supervision of approved mentors. Pre-service teachers will involve themselves in the life of the school and reflect on their practice and performance, supported by their school mentors and university academic staff. Within this unit, pre-service teachers will continue to develop their understanding and competence against the Australian Professional Standards for Teachers (APST) appropriate to this course stage. In preparation for this professional experience, pre-service teachers will engage with material relating to pedagogy, curriculum, assessment, and policies, relevant to a secondary school setting.
1. Plan and implement learning experiences [APST Standards 1, 2 & 3]
2. Consider learning environments to ensure safety and to facilitate learning [APST Standard 4]
3. Know and understand effective strategies for interpersonal and communication skills with education professionals, students and families. [APST Standards 7 & 6]
4. Analyse and reflect upon teaching and learning in relation to the Australian Professional Standards for Teachers [APST Standards 1-7]
5. Identify and use a range of teaching and assessment strategies and evaluate their effectiveness [APST Standards 3, 2 & 5]
Unit Learning Outcomes (ULO)
Students who successfully complete this unit will be able to:
Students who successfully complete this unit will be able to:
2. Consider learning environments to ensure safety and to facilitate learning [APST Standard 4]
3. Know and understand effective strategies for interpersonal and communication skills with education professionals, students and families. [APST Standards 7 & 6]
4. Analyse and reflect upon teaching and learning in relation to the Australian Professional Standards for Teachers [APST Standards 1-7]
5. Identify and use a range of teaching and assessment strategies and evaluate their effectiveness [APST Standards 3, 2 & 5]
Courses with unit
BA-EDUSEC Bachelor of Education (Secondary)BB-EDSBUS Bachelor of Education (Secondary)/Bachelor of Business
BB-EDSSC Bachelor of Education (Secondary)/Bachelor of Science
BB-EDSART Bachelor of Education (Secondary)/Bachelor of Arts
BB-EDSART1 Bachelor of Education (Secondary)/Bachelor of Arts
Unit information in detail
- Teaching methods, assessment and content.
Teaching methods
Hawthorn
Type | Hours per week | Number of Weeks | Total |
Live Online Lecture | 1 | 12 | 12 |
On-campus Workshop | 2 | 12 | 24 |
Placement Placement | 37.5 | 6 | 225 |
Specified Activities Various | 4.5 | 8 | 36 |
Unspecified Activities Various | 9.75 | 8 | 78 |
TOTAL | 375 hours |
Assessment
| Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
| Professional Experience Report | Individual | Pass/fail | 1, 2, 3, 4, 5 |
| Professional Experience Portfolio * | Individual | Pass/fail | 1, 2, 3, 4, 5 |
To pass this unit, students must achieve a pass grade in both assessments.
This is an external accreditation requirement.
* There are 3 tasks. Task 1 is Pre-Census, submitted in Week 2 and feedback received by Week 4.
Content
- Australian Professional Standards for Teachers (Graduate) focus areas 1.3, 2.6, 3.1, 3.2, 4.3, 5.5, 6.1, 6.2, 7.2 are explicitly taught, practiced and assessed in this unit, whilst focus areas 1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 3.3, 3.4, 3.5, 4.2, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.1, 7.3 are furthered developed.
- Engagement in a professional experience under the guidance of a professionally qualified mentor teacher.
- Curriculum documentation.
- Introduction to assessment practices and their relationship to effective learning.
- Lesson and unit planning.
- Establishing and maintaining professional relationships with students and other professionals.
- Using reflection as a tool for improvement.
- Setting goals for teaching and learning.
- Modify the learning environment to enhance safety and learning.
- Teaching resources including ICT.
- Effective communication.
- A range of teaching strategies that support students’ learning.
- Strategies for supporting students’ learning, well-being and safety, including policy and legislative requirements.
- Code of Conduct.
- Code of Ethics.
- Building on e-Portfolios.