|Coffs Harbour||Session 2||N/A|
|Gold Coast||Session 2||N/A|
Provides the foundation for developing competence in students’ teaching skills and strategies by: (i) the study of contemporary theory and practice about effective classroom practice, and (ii) the satisfactory completion of a professional experience placement in schools.
Module 1: Skills And Strategies For Teaching
Introduces students to the Orientation, Guided Discovery, Exploration and Reflection (OGER) framework. The framework provides a structure that allows for a deeper understanding of planning and an overview of the micro skills for teaching. Assessment, as a way to address the learning intentions of lessons, will also be addressed.
- Orientation: Engaging diverse learners
- Guided Discovery: Explicit teaching
- Exploration: Student focussed practice
- Reflection: Reviewing teaching and learning
Module 2: Policy and Practice
- The learning environment and managing student behaviour
- Establishing a professional identity (Including alignment with the National Professional Standards for Graduate Teachers)
- Preparation for practicum (including Code of Conduct, Anaphylaxis Training, Child Protection and Duty of Care Legislation)
Module 3: Professional Experience
Students will undertake 25 days of professional experience. The first five school visits will be observation.
- Planning for teaching
- Lesson implementation
- Reflection on practice
- Meeting requirements
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||identify and apply skills and strategies associated with effective classroom practice||Knowledge of a discipline|
|2||work collaboratively and professionally with peers, tutors and mentors||Ethical practice||Knowledge of a discipline||Communication and social skills|
|3||link theory to practice by planning, implementing and evaluating teaching and learning experiences||Knowledge of a discipline||Communication and social skills|
|4||construct detailed planning documents including focussed teaching episodes, lesson plans, assessment and evaluation strategies, using the template/s provided on MySCU||Ethical practice||Communication and social skills|
|5||reflect upon their growth in professional practice and knowledge through their commitment to and engagement with the unit content and associated school-based activities||Knowledge of a discipline|
|6||analyse policy documents and procedures with which teachers need to comply, including child protection legislation, teacher duty-of-care and code of conduct obligations.||Ethical practice||Knowledge of a discipline||Communication and social skills|
- Churchill, R. et al. , 2016, Teaching: Making a difference, 3rd edn, John Wiley & Sons, Milton, Qld. ISBN: 9781118296233.
- Prescribed text information is not currently available.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.