Professional Practice & Seminar Prim 4

Subject EDUC90771 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 6.25
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 02-Mar-2015 to 31-May-2015
Assessment Period End 26-Jun-2015
Last date to Self-Enrol 13-Mar-2015
Census Date 31-Mar-2015
Last date to Withdraw without fail 08-May-2015

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 27-Jul-2015 to 25-Oct-2015
Assessment Period End 20-Nov-2015
Last date to Self-Enrol 07-Aug-2015
Census Date 31-Aug-2015
Last date to Withdraw without fail 25-Sep-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 1 day of practicum preparation on campus and 22 days of professional practice in a primary school
Total Time Commitment:

85 hours


Students must have completed 150 points of Master of Teaching (Primary) subjects including EDUC90489 Professional Practice and Seminar Prim 3 before enrolling in this subject.

Study Period Commencement:
Credit Points:

EDUC9xxxx, Education Research Project (Prim)

Study Period Commencement:
Credit Points:
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, Learning Outcomes and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website:


Dr Rannah Hetherington


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

This subject develops Teacher Candidates’ reflective dialogue through use of evidence-based practice in a generalist primary classroom. The placement is focused on interventionist primary classroom teaching and evidence-informed practice. In collaboration with mentor teachers and Clinical Specialists from the university, Candidates will design, implement, evaluate and reflect upon a sustained series of interventions relevant to their teaching context. Candidates will demonstrate graduate attributes and readiness for interventionist primary classroom teaching under the three domains of professional knowledge, practice and engagement during the Practicum Exhibition.

Learning Outcomes:

On completion of this subject Teacher Candidates should be able to:

  • Evaluate the impact of their teaching on student learning outcomes and experience in the classroom
  • Demonstrate a strategic approach to the development of productive learning environments
  • Use critical, reflective processes to guide their development in teaching
  • Articulate the goals and directions of their professional development in teaching

There are two assessment tasks; both assessment tasks must be passed:

  • Professional Practice during all days of practicum, 70%
  • Practicum Exhibition during the second half of semester after block placement, 30%

There are 3 hurdle requirements:

  • Attendance on all days of practicum
  • Attendance at all practicum seminars
  • Satisfactory completion of all Professional Portfolio artefacts
Prescribed Texts:

Churchill, et al (2011).Teaching: Making a difference, Milton, Wiley

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 have the knowledge, skills and understanding to enable them to:

  • Be skilled communicators who can effectively articulate and justify the role of assessment in teaching;
  • Be flexible and able to adapt to change through knowing how to learn;
  • Understand the significance of developing their practice on the basis of research evidence;
  • Work in teams with skills in co-operation, communication and negotiation;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have conscious personal and social values base that is evident in their teaching.
Links to further information:
Related Course(s): Master of Teaching (Primary)

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