Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:Semester 1, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 25 days of professional practice (15 days in a pre-school, ten days in a primary school). 4x2-hr practicum seminars during the semester. |
Total Time Commitment: 120 hours
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/
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The professional practice and seminar program provides an integrated focus on all the subjects in the semester and addresses the teacher candidates' developing understandings of pedagogical and professional knowledge practice and engagement. This subject is the vehicle for practical experience in kindergarten and primary school settings. The placement focuses on developing understanding of the organisation of the field, student characteristics, and principles of learning and teaching. Teacher candidates develop their capacity to observe children with understanding of their stage of development and their learning needs. They will begin to plan and implement learning experiences for children based on these observations. They will learn the importance of documentation in classrooms. The professional practice seminars support Teacher Candidates’ ongoing learning about how theory informs practice, the importance of reflection on their teaching and professional engagement.
|Objectives:||On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to: |
|Assessment:||There are 2 components of the assessment: |
Teacher Candidates must pass both components to pass the subject.
There are 2 hurdle requirements:
|Prescribed Texts:||MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children Choices for theory and practice (3rd ed.) Pearson Education: Aust.(2008) |
CLASS Dimensions Guide Pre-K 2008, Centre for Advanced Study of Teaching and Learning.University of Virginia: Charlottesville
Belonging, Being & Becoming The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years, Department of Education and Early Childhood Development, Victorian Curriculum and Assessment Authority. (2009) State Government of Victoria.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject, Teacher Candidates will be able to: |
Master of Teaching (Early Childhood) |
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