Pre-requisites

PR534.300 Professional Practice: Supported Teaching Primary (20 days)
ED520.306 Developmental Learning and Pedagogies
ED521.306 Twenty-first Century Learning and Teaching

Co-requisites

Two of the following
ED621.306 Ecology and Management of Learning Environments
ED622.306 Students with Additional Needs
ED623.306 Information Communications Technology and Design
ED724.306 Learners, Educators and Social Contexts

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Plan and implement lessons that target student learning through a range of teaching strategies and demonstrate knowledge of scope and sequence of the content area

• Organise classroom activities, providing clear direction and using a range of communication strategies to support student engagement and learning

• Implement a range of strategies to manage challenging behaviour in the classroom

• Critically reflect on their own and others’ teaching practices in order to improve as a teacher

• Evaluate and apply constructive feedback from supervising teachers to improve teaching practices

• Reflect upon and explore their identity as a Christian teacher and how this outworks in their teaching practice.

• Begin to demonstrate an understanding of the National Standards for Graduate Teachers and how they apply to teaching practice.

Unit Description

The second professional experience entails 25 days in a school (primary) during the second semester of the third year. Students will attend their placement school for a block of 5 days early in the year, followed by two blocks of 10 days later in the year. Students will attend a preparation class prior to the placement and a debriefing class after completing the placement, both are on-campus classes. The students will have engaged in a substantial number of academic subjects by that stage and will confidently undertake this second ‘Supported Teaching’ experience. In this experience students will observe in the first week, teach small groups and team teach during the following 10 days, and then spend the remaining days in ‘half day’ control.

The schools will be encouraged to view the pre-service teachers as co-learners with their Mentor Teachers and provide a professional experience that scaffolds their development. The pre-service teachers will observe teaching and learning, teach small groups of students, team teach with their Mentor Teachers and, teach whole classes for half days. They will then return to their Eastern-based units which are constructed to assist them to reflect on their experience, address individual concerns and prepare strategically for the third Professional Experience.

Mentor Teachers will provide advice and support for the pre-service teachers and will assess their teaching against the Standards for Graduating Teachers.

As pre-service teachers progress through the Professional Experience, they are expected to demonstrate increasing competence and professional growth. All pre-service teachers are encouraged to observe as many different classes as possible and to become well immersed with school life.

Pre-service teachers are required to incorporate digital technologies in their teaching, learning, preparation and assessment practices displaying improving personal proficiency.

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Unit offerings

Face to face: (Every Year, Semester 1 and 2)
Face to face: (Demand based)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.