Ready to Teach Professional Experience: Practicum 4P

EDU40012 12.5 Credit Points Hawthorn, Online


  • 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

On-campus unit delivery combines face-to-face and digital learning. For Online unit delivery, learning is conducted exclusively online.

2022 teaching periods

Swinburne Online

Teaching Period 2

11 Jul 22 - 9 Oct 22

1 Nov 22

Last self enrolment:
24 Jul 22

5 Aug 22

Last withdraw without fail:
26 Aug 22

More teaching periods

Higher Ed. Semester 2

1 Aug 22 - 30 Oct 22

6 Dec 22

Last self enrolment:
14 Aug 22

31 Aug 22

Last withdraw without fail:
16 Sep 22


287.5 Credit Points in BA-EDUPRI/BA-EDUPRI1
EDU30015 Curriculum and Pedagogy for Primary: Practicum 3P
EDU30063 Teaching English OR EDU30067 Teaching English (English Specialisation) OR EDU30010 Teaching Literacy v1
EDU30066 Mathematics in the Primary Classroom (Mathematics Specialisation) OR EDU30009 Mathematics in the Primary Classroom

Aims and objectives

In this ‘Ready to Teach’ professional experience unit pre-service teachers will undertake a 20 day placement within a primary school setting under the supervision of a mentor teacher. Pre-service teachers will involve themselves in the life of the school and reflect on their practice and performance in discussion with their school supervisor and university staff. In preparation for their placement in schools, pre-service teachers engage with material relating to the primary curriculum, assessment, pedagogy and professional relationships and are prepared to demonstrate competence against ALL the Australian Professional Standards for teachers: Graduate stage and can therefore be deemed ‘Ready to Teach’.

Students who successfully complete this unit will be able to:
1. Prepare and appraise learning experiences using a variety of curriculum documents and resources. Including; Writing detailed and professional learning/teaching plans and reflect upon teaching and learning experiences
2. Design learning environments to ensure safety and to facilitate learning 
3. Demonstrate professional relationships with education professionals and caring and professional relationships with students
4. Critically evaluate curriculum and pedagogical principles in relation to effective teaching and learning.
5. Demonstrate teaching performance, responsibility for the curriculum and professional readiness at an appropriate standard for a graduate teacher 
6. Design and implement learning programs to measure impact on student learning and wellbeing, and promote reconciliation between Indigenous and non-Indigenous Australians, in ways that are responsive to Aboriginal and Torres Strait Islander ways of knowing, doing and being