Professional Experience 3 (Ready to Teach)

EDU80021 12.5 Credit Points Hawthorn

Duration

  • One Semester or equivalent

Contact hours

  • 150 hours Placement + Blended + Swinburne Online

On-campus unit delivery combines face-to-face and digital learning.

2023 teaching periods

Hawthorn

Higher Ed. Semester 2

Dates:
31 Jul 23 - 29 Oct 23

Results:
5 Dec 23

Last self enrolment:
13 Aug 23

Census:
31 Aug 23

Last withdraw without fail:
15 Sep 23

Prerequisites

Concurrent Pre-requisite (can be completed prior or at same time)
Pre-requisite

Corequisites

Aims and objectives

In this unit, pre-service teachers will undertake a 20 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 in school mentor and university academic staff. Within this unit, pre-service teachers must demonstrate that they are ready to teach within a secondary school. Pre-service teachers will be required to demonstrate competence against all elements of the Australian Professional Standards for Teachers: Graduate stage. This is a requirement of graduation.

Unit Learning Outcomes (ULO) 
On successful completion of this unit students will be able to:
 
1. Plan, implement and critically evaluate engaging and level appropriate learning experiences using a variety of curriculum documents and resources 
2. Create learning environments that ensure safety and effectively facilitate learning
3. Demonstrate professional and collaborative relationships with education professionals, students, and the wider community 
4. Adapt teaching to cater for individual differences 
5. Utilize a range of strategies to effectively assess, provide feedback and report on student learning
6.Demonstrate their competence in relation to the Australian Professional Standards for Teachers (Graduate) and plan for ongoing professional learning 
7. Critically evaluate your knowledge and understanding of pedagogical approaches to promote children’s learning and wellbeing, and reconciliation between Indigenous and non-Indigenous Australians, in ways that are responsive to Aboriginal and Torres Strait Islander ways of knowing, doing and being