Ready to Teach Primary: Practicum 4E
Duration
- One Semester or equivalent
Contact hours
- On-campus: 24 hours Face to face plus 20 days placement Swinburne online: Fully online plus 20 days placement
2021 teaching periods
Hawthorn
Higher Ed. Semester 1 | ||
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Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Swinburne Online
Teaching Period 1 | Teaching Period 2 | |
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Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Prerequisites
EDU20006 - Curriculum, Planning and Assessment for Primary: Practicum 2AND
287.50 Credit Points in spk(s): BA-EDUEC - Bachelor of Education (Early Childhood) OR 287.50 Credit Points in spk(s): BA-EDUEC2 - Bachelor of Education (Early Childhood)
AND
EDU20002 - Mathematics in Practice
OR
EDU20006 - Curriculum, Planning and Assessment for Primary: Practicum 2
AND
287.50 Credit Points in spk(s): BA-EDECP - Bachelor of Education (Early Childhood and Primary) OR 287.50 Credit Points in spk(s): BA-EDECPS - Bachelor of Education (Early Childhood and Primary)
AND
EDU30009 - Mathematics in the Primary Classroom
AND
EDU30063 - Teaching English OR EDU30010 - Teaching Literacy OR EDU30001 - Imagining the World Through Language and Literature
Corequisites
NilAims and objectives
Students who successfully complete this unit will be able to:
1. Construct pedagogical approaches in all areas of the relevant national and/or state or territory primary curriculum and implement curriculum and assessment (both formative and summative) to support learning [APST 5 & 2].
2. Develop lesson plans that reflect an ability to articulate aims, objectives, procedures, outcomes and evaluation practices [APST 1, 2 & 3].
3. Recommend teaching methods to cater for individual differences in children, including children with additional needs and those from cultural and Indigenous backgrounds [APST 1, 2, 3 & 4].
4. Examine and critically evaluate organisational policy and practice within the primary school [APST 7 & 6].
5. Design and implement practical strategies for creating effective and engaging learning environments, developing rapport with children and guiding children’s behaviour [APST 1 & 4].
6. Demonstrate and critically reflect upon teaching performance and professional readiness at an appropriate standard for a graduate teacher [APST 1-7].
Courses with unit
BA-EDUEC/EDUEC2 Bachelor of Education (Early Childhood)
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
This unit will involve up to 300 hours of work including:
Type (On-campus) | Hours per week | Number of Weeks | Total |
Face to Face Contact Workshop Placement |
3 37.5 |
8 4 |
24 150 |
Online activities | N/A | ||
Specified Learning Activities Reflections on practice Preparation for placement | 6 | 8 | 48 |
Unspecified Learning Activities Independent study Readings Folio preparation | 6.5 | 12 | 78 |
TOTAL | 300 hours/ 12.5 credit points |
Type (SOL) | Hours per week | Number of Weeks | Total |
Face to Face Contact Workshop Placement | N/A 37.5 | 4 | 150 |
Online Contact | N/A | ||
Specified Learning Activities Prescribed readings Online activities | 6 | 12 | 72 |
Unspecified Learning Activities Independent study Readings Assignment preparation | 6.5 | 12 | 78 |
TOTAL | 300 hours/ 12.5 credit points |
Assessment
Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
Professional Experience Report (Hurdle task) | Individual | Pass/fail | 1, 2, 3, 4, 5, 6 |
Professional Experience Portfolio (Teaching Performance Assessment) (Hurdle task) | Individual | Pass/fail | 1, 2, 3, 4, 5, 6 |
External accreditation requires that students must achieve a pass grade in both assessments.
General skills outcomes
● Teamwork Skills
● Analysis Skills
● Problem Solving Skills
● Communication Skills
● Ability to work independently
Content
• Transition to school.
• Self-assessment of teaching performance.
• Children’s cognitive, social and emotional development.
• Guiding children’s behaviour individually and in group situations.
• Adapting teaching and curriculum content to children’s abilities, knowledge, skills and interests
• Collaborative approaches with children, colleagues and families.
• Planning, assessing and evaluating for effective teaching and learning.
• Creating and maintaining safe, healthy and challenging learning environments.
• Using relevant curriculum documents to design learning experiences.
• Organisational policies and practices in primary school including professional codes.
• Australian Professional Standards for Teachers: Graduate Stage.
Study resources
- Reading materials.