Curriculum, Planning and Assessment for Primary: Practicum 2

Overview

In this unit, pre-service teachers will further develop their capabilities as a teacher in the lower primary context. Pre-service teachers undertake 21 days of professional experience under the supervision of a teacher mentor. Pre-service teachers involve themselves in the life of the school and reflect on their practice and performance in discussion with their school mentor and university staff. Pre-service teachers will undertake one-to-one coaching and small group work before taking responsibility for a full class. In preparation for their placement in schools, pre-service teachers engage with material relating to establishing professional relationships and relevant national and/or state or territory curriculum and policies. Pre-service teachers will demonstrate competence against the Australian Professional Standards for Teachers (APST) appropriate to the course stage.

Learning outcomes

Teaching methods

Swinburne Online

Assessment

Students must achieve a minimum overall score of 70% for the Professional Experience Placement Report, including meeting the Australian Institute of Teaching and School Leadership Focus Areas 4.4 (Maintain student safety), 7.1 (Meet professional ethics and responsibilities) and 7.2 (Comply with legislative, administrative and organisational requirements):

• Not met (0%-49%)

• At risk (50%-69%)

• Met (70%-89%)

• Exceeding (90%-100%).

Students who achieve an ‘At Risk’ result will be offered one opportunity to improve their assessment through an appropriate supplementary task determined by the Unit Convenor. This hurdle requirement is in line with Initial Teacher Education Accreditation and meets the National Program Standard 5.4 (Professional Experience-Providers work with their placement school(s)/systems to achieve a rigorous approach to the assessment of pre-service teachers’ achievements against the Graduate Teacher Standards) set by the Australian Institute of Teaching and School Leadership that partner with State Teacher Education registration organisations to register all qualified Teachers.

Content

• Australian Professional Standards for Teachers (Graduate) Standards 1 – 7
• Code of Ethics
• Engagement in a professional practicum under the guidance of a mentor teacher
• Lower primary school (Foundation to Grade 2) curriculum policies and documents
• Introduction to assessment practices and their relationship to effective learning
• Lesson planning and documentation
• Forming professional relationships
• Self-assessment of teaching performance
• Creating and maintaining a safe and challenging learning environment
• Using a range of teaching practices and resources
• Strategies for supporting students’ well-being and safety, including policy and legislative requirements
• Strategies for evaluating learning and teaching programs to improve learning
• Applying ICT strategies to engage literacy and numeracy teaching
• Code of Conduct
• Graduate Attribute – Communication Skills: Verbal communication
• Graduate Attribute – Communication Skills: Communicating using different media
• Graduate Attribute – Teamwork Skills: Collaboration and negotiation
• Graduate Attribute – Teamwork Skills: Teamwork roles and processes
• Graduate Attribute – Digital Literacies: Information literacy
• Graduate Attribute – Digital Literacies: Technical literacy