Students
EDTE403 – Professional Experience in the Primary School 2
2017 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Neil Harrison
lecturer
Noel West
lecturer
Michelle Stathakis
|
|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
EDTE354 or (TEP319 and TEP320) or (admission to BEd(Prim) and EDTE301(S))
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| Corequisites |
Corequisites
EDTE455
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| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
Students are required to work in a school for at least 20 days under the guidance of a supervising teacher implementing strategies and techniques being studied concurrently in the 400-level professional units in which they are enrolled.
|
Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- A sound knowledge of the K-6 curriculum across six Key Learning Areas
- an in-depth knowledge of students and how they learn
- a deep understanding of the processes of learning, teaching and assessing
- a comprehensive grasp of the professional role of the teacher
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Formal observation(s) | 100% | No | Friday 9th June |
Formal observation(s)
Due: Friday 9th June
Weighting: 100%
Assessment for EDTE403 is based on:
- Reports and feedback from the pre-service teacher’s Supervising Teacher, and
- Formal observation(s) from a University Supervisor,
- The return of all following reports and papers to the Professional Experience Office at Macquarie University, including your Supervising Teacher’s Report, student self-evaluations and register of visits. You will not receive a final grade until these papers are submitted to the Professional Experience office.
A grade of Satisfactory or Fail is awarded at the end of semester. There are no additional assignments for this unit
On successful completion you will be able to:
- A sound knowledge of the K-6 curriculum across six Key Learning Areas
- an in-depth knowledge of students and how they learn
- a deep understanding of the processes of learning, teaching and assessing
- a comprehensive grasp of the professional role of the teacher
Delivery and Resources
PRACTICUM REQUIREMENTS
Students are required to teach 25 days between March and June, 2017 including:
- 14-day block period from 24 April to 12 May, 2017, and
- 11 additional days, starting March (not before, unless permission has been granted)
- Specific days for the 11 individual days are flexible, and are to be scheduled in consultation with the Supervising Teacher, but it is expected that two days per week will be completed before the block teaching period.
- Note that the block period must be undertaken
Day 1: Orientation, observation, planning, and small group assistance,
Days 2-25: Whole lessons. Plan, teach and evaluate whole lessons across the 6 KLAs. The focus should be on literacy and mathematics.
LESSON PLANS (see sample at back of unit guide)
A lesson plan must be written prior to the presentation of each and every lesson taught over the 25 days. The plan must be written well before delivery so that your supervising teacher has sufficient time to review it and provide appropriate feedback. Please DO NOT present a lesson plan to your teacher just prior to teaching your lesson.
EXPECTATIONS: FACE-TO-FACE TEACHING TIME
There is no specified number of lessons to be taught. Supervising teachers are encouraged to use their professional judgement in making decisions about the number and frequency of whole-class lessons taught by the Teacher Education Students.
As a guide, by the fourth or fifth day of the placement, Teacher Education students should be teaching for about one-third of the day, gradually increasing the number of lessons so that they are teaching up to half the typical daily teaching load by the end of the 25 days period.
Learning and Teaching Activities
Delivery of multiple lessons over 25 days
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcome
- a deep understanding of the processes of learning, teaching and assessing
Assessment task
- Formal observation(s)
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- A sound knowledge of the K-6 curriculum across six Key Learning Areas
- a comprehensive grasp of the professional role of the teacher
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- A sound knowledge of the K-6 curriculum across six Key Learning Areas
- an in-depth knowledge of students and how they learn
- a comprehensive grasp of the professional role of the teacher
Assessment task
- Formal observation(s)
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcome
- a deep understanding of the processes of learning, teaching and assessing
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- A sound knowledge of the K-6 curriculum across six Key Learning Areas
- an in-depth knowledge of students and how they learn
- a deep understanding of the processes of learning, teaching and assessing
- a comprehensive grasp of the professional role of the teacher
Assessment task
- Formal observation(s)