RESEARCH EVIDENCE OF IMPACT

EDU4REI

Not currently offered

Credit points: 30

Subject outline

In this capstone subject pre-service teachers apply the principles and practices of teaching and learning to independently plan and execute teaching units. The subject integrates theory and practice through reflection, observation, inquiry and adaptation to a range of school contexts. The assessment tasks include the scaffolded development of a literature review with a focus on literacy and numeracy development. The placement hurdle incorporates a Graduate Teacher Performance Assessment (GTPA). The GTPA enables graduate teachers to demonstrate how they align curriculum, pedagogy and assessment, taking account of school contexts and learner diversity. The GTPA addresses 5 practices, of which a minimum of 4 must be of a satisfactory standard. The subject provides confirmation of graduate teachers readiness for classroom teaching. Compulsory Professional Experience: Pre-service teachers undertake a compulsory 30 day professional experience placement in a school education setting. This subject is undertaken in two consecutive parts (EDU4REA(15cp) & EDU4REIB(15cp)).

SchoolEducation

Credit points30

Subject Co-ordinatorJacolyn Weller

Available to Study Abroad/Exchange StudentsYes

Subject year levelYear Level 4 - UG/Hons/1st Yr PG

Available as ElectiveNo

Learning ActivitiesPatterns and theories of physical, cognitive, social, emotional and moral development and its interrelationship with health and wellbeing will be taught though lectures and online modules. Family and school based strategies and practices that support development and wellbeing will be explored in the face-to-face workshops. Case studies including characteristics of and impacts on students' development and wellbeing will be analysed and discussed in workshops and case studies.

Capstone subjectYes

Subject particulars

Subject rules

Prerequisites EDU3SNL or EDU4SDL or EDU4SNL and Students must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM) or Bachelor of Teaching (Primary) (EBTP) or Bachelor of Teaching (Secondary) (EBTS) or Bachelor of Education (EVEDB, RBEDM)

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Quota Management StrategyN/A

Quota-conditions or rulesN/A

Special conditionsN/A

Minimum credit point requirementN/A

Assumed knowledgeN/A

Readings

The Australian Curriculum in Victoria (AusVELS)

Resource TypeBook

Resource RequirementPrescribed

AuthorN/A

YearN/A

Edition/VolumeMost Recent edition

PublisherN/A

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://ausvels.vcaa.vic.edu.au/

Other descriptionN/A

Source locationN/A

Department of Education and Early Childhood Development

Resource TypeBook

Resource RequirementPrescribed

AuthorN/A

YearN/A

Edition/VolumeMost Recent edition

PublisherN/A

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://www.vit.vic.edu.au/Pages/default.aspx

Other descriptionN/A

Source locationN/A

Victorian Institute of Teaching

Resource TypeBook

Resource RequirementPrescribed

AuthorN/A

YearN/A

Edition/VolumeMost Recent edition

PublisherN/A

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://www.education.vic.gov.au/Pages/default.aspx

Other descriptionN/A

Source locationN/A

Career Ready

Career-focusedNo

Work-based learningNo

Self sourced or Uni sourcedN/A

Entire subject or partial subjectN/A

Total hours/days requiredN/A

Location of WBL activity (region)N/A

WBL addtional requirementsN/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

INQUIRY AND ANALYSIS - Creativity and Innovation
INQUIRY AND ANALYSIS - Critical Thinking and Problem Solving
INQUIRY AND ANALYSIS - Research and Evidence-Based Inquiry
PERSONAL AND PROFESSIONAL - Adaptability and Self-Management
PERSONAL AND PROFESSIONAL - Ethical and Social Responsibility

Intended Learning Outcomes

01. Critically analyse and synthesise suitable baseline data to establish students' learning needs and current levels of performance
02. Research and apply established theories to align curriculum, pedagogy and assessment. Interpret and transmit knowledge, skills and ideas to students with a focus on learning.
03. Use expert judgement and adaptability to provide differentiated learning opportunities to students at different achievement levels. provide annotated exemplars to demonstrate this.
04. Reflect on student learning as influenced by professional practice and engage in assessment moderation informed by achievement standards.

Subject options

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Subject not currently offered - Subject options not available.