edu5ppa professional experience primary a
PROFESSIONAL EXPERIENCE PRIMARY A
EDU5PPA
2015
Credit points: 15
Subject outline
Professional Experience Primary A consists of 20 days placement. While undertaking this practicum, student are involved in one-to-one and small group teaching, and finally taking up to half the class for a lesson, from the teacher's program. Student would not normally be expected to teach the whole class. Student involvement in the class provides opportunities for familiarisation with the roles and expectations of teachers, and the patterns of classroom interactions. Students undertake observations of general lessons, classroom management and lessons on literacy and mathematics. In this experience an emphasis is placed on English/literacy. Professional experience and the role played by the mentor teacher are crucial in the overall development of the teaching skills and understandings of the pre-service teacher. Pre-service teachers for Professional Experience Primary A will be assessed as a Novice.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorGreg Powell
Available to Study Abroad StudentsNo
Subject year levelYear Level 5 - Masters
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites EDU5MLE and EDU5PFL
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditions Students choose two Secondary Method Cluster subjects. Valid combinations are EDU5MA1 and EDU5MA2 (two methods in cluster A); EDU5MA1 and EDU5MB1 (one method from each cluster); and EDU5MB1 and EDU5MB2 (two methods in cluster B).
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Learning for Teaching Teaching for Learning | Recommended | Whitton, D. et al, (2010) | CENGAGE LEARNING |
| Readings | Classroom Management. | Recommended | McDonald, T. (2013) | OXFORD UNIVERSITY PRESS AUSTRALIA |
| Readings | Effective Teaching Strategies: lessons from research and Practice. | Recommended | Killen, R. (2009) | CENGAGE LEARNING |
| Readings | Inclusion in Action (3rd Ed) | Recommended | Foreman, P. (Ed). (2011) | CENGAGE LEARNING |
| Readings | Teaching: Challenges and Dilemmas, 4th Ed. | Recommended | Groundwater-Smith, S., Ewing, R. and Le Cornu, R. (2011) | CENGAGE LEARNING |
| Readings | The Australian Curriculum in Victoria (AusVELS) | Prescribed | VCAA, 2012 | VCAA/DEECD |
| Readings | Victorian Institute of Teaching (VIT) | Prescribed | VIT, 2010 | TBA |
| Readings | Department of Education and Early Childhood Development (DEECD) | Prescribed | DEECD, 2012 | DEECD |
Graduate capabilities & intended learning outcomes
01. Apply knowledge of students and how they learn to the professional experience.
- Activities:
- Completion of readings associated with how students learn. Participation in one-to-one and small group activities leading to the delivery of lessons whilst on professional experience.
02. Apply knowledge and content, curriculum and teaching and learning strategies to the professional experience with an emphasis on English/literacy.
- Activities:
- Completion of professional readings and investigations based on VELS and the National Curriculum with English/Literacy emphasis.
03. Plan for and implement effective teaching and learning throughout the professional experience
- Activities:
- Completion of a professional experience folder, recording lesson planning and self-evaluations, reflections on observations of other teachers' lessons and on the professional practice experience.
04. Create and maintain supportive and safe learning environments throughout the professional experience
- Activities:
- Online recorded videos of professional experience briefing sessions (based on Ethical practice, Planning and Preparing for Practice and Teaching, Becoming a Reflective Teacher, Classroom Organisation and Management, Proactive Teacher Behaviours).
05. Assess, provide feedback and report on student learning throughout the professional experience
- Activities:
- Students are expected to plan, resource and write daily lesson plans and deliver these regularly. Mid-placement (cycle) diagnostic assessment by teacher-mentor.
06. Engage in professional learning to improve practice and students learning throughout the professional experience
- Activities:
- Attend regular staff meetings, unit and planning meetings whilst on professional experience in educational settings. Completion of Blog entries each week associated with digital portfolio development.
07. Engage professionally with colleagues and the community throughout the professional experience.
- Activities:
- Attend any professional learning provided whilst on professional experience in educational settings.
Subject options
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Melbourne, 2015, Week 20-42, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGreg Powell
Class requirements
Placement - Off Site
One 20.0 days placement - off site per study period on weekdays during the day and delivered via face-to-face.
"Plus directed online learning activities"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Professional Experience mentor assessment of your teaching at 'novice' level. | Successful completion of the professional placement is a hurdle requirement for this subject. | 50 | 01, 02, 03, 04, 05, 06, 07 |
| Video a lesson that you have planned and taught. Critically review your practice (2000 words) | A peer review of another student's lesson will also be conducted. | 50 | 01, 02, 03, 04, 05, 06, 07 |