Availabilities:
Unit aim
Provides students with the opportunity to build on knowledge and skills developed in Professional Experience I through further classroom teaching experience as well as through the development of an understanding of what it means to be an effective and competent teacher. The Australian Professional Standards for Teachers (APST) underpin this unit. Students will apply the APSTs to their own classroom practice.
Unit content
Module 1: Planning
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Planning using data
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Planning for diverse learners
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Planning well-sequenced lessons with consideration of Cross Curricula Priorities and General Capabilities
Module 2: Teaching
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Visible learning
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Teaching strategies
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Differentiation
Module 3: Assessment
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Diagnostic and Formative assessment
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Evidence-based practice
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Designing summative assessment
Module 4: Professional Experience
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Planning and preparing for professional experience.
Learning outcomes
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
GA1: Intellectual rigour,
GA2: Creativity,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 |
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| 1 | identify relevant research that underpins models of effective teaching | Intellectual rigour | | | | | | |
| 2 | plan and implement lessons using the NSW Quality Teaching Framework | Intellectual rigour | | | | | | |
| 3 | develop learning experiences and, in consultation with a mentor teacher, classroom policies that promote intellectual quality, the significance of the learning and the quality of the learning environment | | | | Knowledge of a discipline | | | |
| 4 | develop lesson plans across the key learning areas suitable to the diversity of the students in the classroom | | | | | | | Cultural competence |
| 5 | create materials suitable for supporting teaching and professional development | Intellectual rigour | | | | | | |
| 6 | work towards creating a safe and supportive learning environment having regard to child protection legislation, workplace health and safety, and duty of care | | | | | | Communication and social skills | |
| 7 | reflect critically and creatively on teaching practices, drawing on classroom experiences of student learning. | Intellectual rigour | | | | | | |
On completion of this unit, students should be able to:
- identify relevant research that underpins models of effective teaching
- plan and implement lessons using the NSW Quality Teaching Framework
- develop learning experiences and, in consultation with a mentor teacher, classroom policies that promote intellectual quality, the significance of the learning and the quality of the learning environment
- GA4:
Knowledge of a discipline
- develop lesson plans across the key learning areas suitable to the diversity of the students in the classroom
- create materials suitable for supporting teaching and professional development
- work towards creating a safe and supportive learning environment having regard to child protection legislation, workplace health and safety, and duty of care
- GA6:
Communication and social skills
- reflect critically and creatively on teaching practices, drawing on classroom experiences of student learning.
Prescribed texts
Session 1
- Prescribed text information is not currently available.
Session 2
- Prescribed text information is not currently available.
Prescribed texts may change in future study periods.