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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Intermediate

Former School/College

Former School of Education

Pre-requisites

96 credit points in any SCU units AND TCH10134 - Pedagogy in Practice I: Basic Skills and Strategies

Unit aim

Develops and extends the foundations of teaching and teaching practice as experienced in Year 1 through: (i) the study of contemporary research and practice about teaching based on the principles of authentic and productive pedagogy and (ii) the satisfactory completion of in-school experiences including five (5) observation and planning days and a three (3) week block practicum.

Unit content

1. What is the quality teaching agenda? 
2. Introduction to productive and authentic pedagogies 
3. Significance: Helping to make the learning meaningful 
4. Intellectual quality: Producing deeper understanding of concepts, skills and ideas 
5. Quality learning environment: Creating classrooms focused on learning 
6. Integrating a Productive Pedagogy approach: Implications for planning 
7. Integrating a Productive Pedagogy approach: Implications for teaching 
8. Integrating a Productive Pedagogy approach: Implications for assessment and evaluation 
9. Inclusive practice: Indigenous perspectives 
10. Connecting syllabus outcomes with the principles of Productive Pedagogy 
11. Producing lesson plans with a Productive Pedagogy emphasis 
12. Preparing for the block practicum 
13. Practicum 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.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 describe key dimensions and related elements of authentic and productive pedagogy as presented in the NSW DEC Quality Teaching Model and; articulate an informed perspective on how these dimensions and related elements of teaching contribute to the improvement of learning outcomes for students
2 reflect critically upon and evaluate their pedagogy against the Quality Teaching Framework
3 identify where and how these dimensions and related elements can be integrated into the PLAN-TEACH-EVALUATE model of teaching and; demonstrate the application of these dimensions and related elements in the preparation of lesson plans and other planning documents
4 use a wide range of educational information technologies to plan, teach and evaluate. This unit also serves as a key milestone in the Bachelor of Education (Primary), Bachelor of Education (Early Childhood) and Bachelor of Teaching (Primary) programs in ensuring students meet an acceptable level of personal literacy required by AITSL and the National Professional Standards for Teachers. Students will be provided with information regarding this assessment requirement and a range of support resources will be made available to assist students to meet this requirement.
5 design learning experiences that acknowledge and value the diversity of the context in which they teach and; connect learning to individual children's experiences and consider how the diverse range of learners within any given group may impact on the outcome of the learning experience
6 manage student behaviours through engagement and inclusive practice.

On completion of this unit, students should be able to:

  1. describe key dimensions and related elements of authentic and productive pedagogy as presented in the NSW DEC Quality Teaching Model and; articulate an informed perspective on how these dimensions and related elements of teaching contribute to the improvement of learning outcomes for students
    • GA4:
  2. reflect critically upon and evaluate their pedagogy against the Quality Teaching Framework
    • GA5:
  3. identify where and how these dimensions and related elements can be integrated into the PLAN-TEACH-EVALUATE model of teaching and; demonstrate the application of these dimensions and related elements in the preparation of lesson plans and other planning documents
    • GA4:
  4. use a wide range of educational information technologies to plan, teach and evaluate. This unit also serves as a key milestone in the Bachelor of Education (Primary), Bachelor of Education (Early Childhood) and Bachelor of Teaching (Primary) programs in ensuring students meet an acceptable level of personal literacy required by AITSL and the National Professional Standards for Teachers. Students will be provided with information regarding this assessment requirement and a range of support resources will be made available to assist students to meet this requirement.
    • GA4:
    • GA5:
    • GA6:
  5. design learning experiences that acknowledge and value the diversity of the context in which they teach and; connect learning to individual children's experiences and consider how the diverse range of learners within any given group may impact on the outcome of the learning experience
    • GA4:
    • GA6:
  6. manage student behaviours through engagement and inclusive practice.
    • GA4: