Availabilities:
Unit Summary
Pre-requisites
Co-requisites
3207310 - Bachelor of Arts/Bachelor of Education (Primary) OR 3207313 - Bachelor of Arts/Bachelor of Education (Primary/Early Childhood) OR 3207312 - Bachelor of Arts/Bachelor of Education (Primary/Secondary) OR EDUC3005 - Curriculum Specialisation: Personal Development, Health, Physical Education II (Lifestyle) OR EDUC6014 - Curriculum Specialisation - Music II OR EDUC3003 - Curriculum Specialisation: Mathematics II OR EDUC6015 - Curriculum Specialisation: Visual Arts II OR EDUC3004 - Curriculum Specialisation: Science II OR EDUC3019 - Curriculum Specialisation: Human Society and its Environment II OR TCHR3002 - Curriculum Specialisation: English II
Anti-requisites
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
- Introduction to the unit
- Planning using data
- Consideration for diverse learners
- Planning with consideration for the Cirriculum and the Cross Curricula Priorities and General Capabilities
Module 2: Teaching
- Differentiation
- Teaching strategies
Module 3: Assessment
- Visible Learning
- Designing diagnostic, formative and summative assessment
Module 4: Professional Experience
- 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.
| On completion of this unit, students should be able to: | |
|---|---|
| 1 | identify relevant research that underpins models of effective teaching |
| 2 | plan and implement lessons using the NSW Quality Teaching Framework |
| 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 |
| 4 | develop lesson plans across the key learning areas suitable to the diversity of the students in the classroom |
| 5 | create materials suitable for supporting teaching and professional development |
| 6 | work towards creating a safe and supportive learning environment having regard to child protection legislation, workplace health and safety, and duty of care |
| 7 | reflect critically and creatively on teaching practices, drawing on classroom experiences of student learning. |
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
- 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
- reflect critically and creatively on teaching practices, drawing on classroom experiences of student learning.
Prescribed texts
- No prescribed texts.
- No prescribed texts.