Students

EDUC3620 – Digital Creativity and Learning

2021 – Session 1, Weekday attendance, North Ryde

Notice

As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group activities on campus, and most will keep an online version available to those students unable to return or those who choose to continue their studies online.

To check the availability of face-to-face and online activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.

General Information

Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Matt Bower
Contact via matt.bower@mq.edu.au
29WW Room 238
By appointment
Tutor
David Grover
Contact via david.grover@mq.edu.au
By appointment
Tutor
Evan Bonser
Contact via evan.bonser@mq.edu.au
By appointment
Credit points Credit points
10
Prerequisites Prerequisites
130cp at 1000 or above including 20cp of EDUC or EDST units at 2000 level
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit addresses advanced themes in technology enabled learning. The social and pedagogical implications of emerging technologies are examined, including augmented reality, robotics and digital games. Emphasis is placed on how to effectively develop students' creativity, including in the areas of computational and design thinking. The unit also covers current trends in the field of learning design, as well as the use of technology for educational research. Students are provided with a more in-depth grounding on technical aspects of Information and Communication Technologies as well as issues surrounding effective implementation in classrooms with a view to helping them become technology leaders in schools. Students have the scope to explore other contemporary educational technologies as part of their emerging technology design project and their ePortfolio.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Identify a range of emerging educational technologies and critically discuss their pedagogical and social implications.
  • ULO2: Critically review literature and discourse relating to the use of technology in the classroom.
  • ULO3: Create innovative and effective learning designs using emerging technologies.
  • ULO4: Utilise educational technologies to support reflective practice and research.
  • ULO5: Constructively engage in a community of practice focused on the effective use of technology for learning and teaching.

General Assessment Information

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission,
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Assignment extensions and late penalties

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see:https://students.mq.edu.au/study/my-study-program/special-consideration
  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
  • Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g., quizzes, online tests. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
  • If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

Requesting a re-assessment of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Note:

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
  • The outcome of a re-mark may be a higher/lower or unchanged grade.
  • Grades are standards referenced and effort is NOT a criterion.

University policy on grading

Criteria for awarding grades for assessment tasks

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

Descriptive Criteria for awarding grades in the unit

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final grades.

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of  the placement.

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.

Assessment Tasks

Name Weighting Hurdle Due
Learning Technology Critique 10% Yes 11:55pm Wednesday 10th March
Independent Research Review 10% No 11:55pm Tuesday 6th April
Emerging Technology Module 40% No 11:55pm Friday 28th May
ePortfolio 40% No 11:55pm Tuesday 8th June

Learning Technology Critique

Assessment Type 1: Portfolio
Indicative Time on Task 2: 10 hours
Due: 11:55pm Wednesday 10th March
Weighting: 10%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

Students are to write a critique of an emerging technology that can be used to enhance student creativity (not more than 400 words). This is the first post of the ePortfolio task and is a hurdle task.


On successful completion you will be able to:
  • Identify a range of emerging educational technologies and critically discuss their pedagogical and social implications.
  • Critically review literature and discourse relating to the use of technology in the classroom.

Independent Research Review

Assessment Type 1: Annotated bibliography
Indicative Time on Task 2: 10 hours
Due: 11:55pm Tuesday 6th April
Weighting: 10%

Students are to complete an independent research review that investigates an area of educational technology usage. The investigation should provide a summary of 5 selected research articles that are relevant to the area being investigated (60 words each summary, i.e., 300 words in total).


On successful completion you will be able to:
  • Identify a range of emerging educational technologies and critically discuss their pedagogical and social implications.
  • Critically review literature and discourse relating to the use of technology in the classroom.

Emerging Technology Module

Assessment Type 1: Learning resource creation
Indicative Time on Task 2: 40 hours
Due: 11:55pm Friday 28th May
Weighting: 40%

Students are to produce a module featuring theoretically grounded learning activities based around emerging technologies.


On successful completion you will be able to:
  • Identify a range of emerging educational technologies and critically discuss their pedagogical and social implications.
  • Critically review literature and discourse relating to the use of technology in the classroom.
  • Create innovative and effective learning designs using emerging technologies.

ePortfolio

Assessment Type 1: Portfolio
Indicative Time on Task 2: 40 hours
Due: 11:55pm Tuesday 8th June
Weighting: 40%

Students are to complete a personal e-Portfolio that showcases the skills and understandings they have developed throughout the unit.


On successful completion you will be able to:
  • Identify a range of emerging educational technologies and critically discuss their pedagogical and social implications.
  • Critically review literature and discourse relating to the use of technology in the classroom.
  • Utilise educational technologies to support reflective practice and research.
  • Constructively engage in a community of practice focused on the effective use of technology for learning and teaching.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Learning Skills Unit for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Unit Organisation

This unit is organised into ten modules. Each module starts with a lecture to provide a conceptual grounding for the module, followed by the corresponding tutorial. Students are expected to read the readings and review the videos and other resources for the module before coming to the tutorial. Note that there are no lectures or tutorials for the three weeks following the mid-session break so that pre-service teachers can complete their block practicum.

Lecture

    Monday 12pm - 1pm, via Zoom (see iLearn for link)

Weekly Tutorial Schedule

    Tutorial Class A: Monday, 1pm - 3pm, in 12 Second Way Room 315 (12SW315)

    Tutorial Class B: Monday, 3pm - 5pm, in 12 Second Way Room 315 (12SW315)

    Tutorial Class C: Tuesday, 9am - 11am, via Zoom (see iLearn for link)

    Tutorial Class D: Tuesday, 11am - 1pm, via Zoom (see iLearn for link)

Activities completed during tutorials are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit. Satisfactory completion of tutorials involves:

  • preparation including evidence of pre-reading and reviewing the lecture
  • attendance
  • general contribution to the tutorial via discussion
  • completion of the tutorial activities.

Participation in tutorials is also required in order to satisfactorily complete the ePortfolio task. You are required to retain all documentation related to absences. This documentation needs to be presented to the tutor or unit convenor on request. Tutors may decide, at their discretion, to prescribe make-up work for missed tutorials. If you experience serious and unavoidable disruption you should submit a “special consideration” request through http://ask.mq.edu.au (see below).

Students must attend the tutorials for which they have enrolled. This is because students work at a computer during these sessions and there are a limited number of computers available. As well, E-student is used to create tutorial activity groupings in iLearn, so students who attend tutorial classes other than the one in which they are enrolled may not be able to access their tutorial activities. Any changes to tutorial enrolments must be completed officially through e-student.  Please do not contact the unit convenor or tutors to request a change. Students are expected to attend all the tutorials.   

Textbook

There is no textbook for this unit; current readings and links will be provided throughout the session. Readings and resources will be made available online through the unit website.

Copyright Issues

Copyright rules apply to the use of materials taken from other sources.  There are images you can use in the development of your presentation without needing to obtain copyright permission.  Links to sites that supply copyright free images will be suggested in your tutorials, or you can do a search for them yourselves (Creative Commons). It is essential that you obtain copyright permission for any images you obtain from other web sites or scan from books. The source of the image and an acknowledgement of permission granted must be indicated/provided in your submission. You, and the University, are open to prosecution if you post images taken from other sources without permission. If you particularly need to use material from a website/book, most book publishers and sources of web pages will provide copyright permission if you contact them to ask for permission indicating the use is for educational purposes and not for profit - just clearly indicate that it is only being used for local educational purposes.

Technology Use and Requirements

Accessing and using the Unit Website

The EDUC3620 unit website is available from the Macquarie University iLearn system available at: http://ilearn.mq.edu.au.

Students will need regular access to a computer and the Internet to complete this unit. Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials. Please check the iLearn unit regularly.

Lectures

For people who cannot attend lectures in person, the weekly lectures will be made available as Zoom recordings on the unit website on iLearn. You must listen to and watch all lectures if you do not attend these ‘live’. 

Training Support

In order to successfully complete the EDUC3620 tutorials students need to ensure they have a reasonable level of competence in ICTs and Information Literacy skills. If you feel uncertain about your competency levels it is your responsibility to undertake training to acquire or improve these skills as soon as possible as they will be assumed in the tutorials. Options include:

Library Training

The library offers a range of face-to-face and online workshops to support the development of technological skills. For more details refer to the Macquarie University library website (http://www.mq.edu.au/on_campus/library/) under ‘Training’.

General IT Support and Troubleshooting

For support with access to wireless networks and other general technology matters, please contact the Macquarie University Library Student IT Help Desk (Phone: 9850 4357; Email: onehelp@mq.edu.au).

Unit Schedule

Week (Week Commencing)

Lectures

Tutorial Content

Week 1

(22/02/21)

Introduction to Unit / Creativity in Education

Intro to unit & technologies (LMS, wiki, blog)

Reflecting on how to encourage creativity in the classroom 

Week 2

(01/03/21)

Introduction to Fostering Creativity using Technology

Exploration of technologies to foster creativity

Reflecting on pedagogies to support creative technology use

Week 3

(08/03/21)

Design Based Thinking in Education

Designing a learning sequence using technology

(Task 1 Learning Technology Critique due)

Week 4

(15/03/21)

Computational Thinking

Tools and strategies for developing computational thinking

Week 5

(22/03/21)

Augmented Reality in Education

Exploring augmented reality and reflecting on its potentials

Week 6

(29/03/21)

Virtual Reality in Education

Experiencing and designing in VR

 Mid Session Break (Friday 2nd April to Sunday 18th April)

(Task 2 Independent Research Review due)

No lectures

No tutorials

Week 7

(19/04/21)

No lecture [3rd/4th Year practicum block] No tutorial [3rd/4th Year practicum block]

 Week 8

(26/04/21)

No lecture [3rd/4th Year practicum block]

No tutorial [3rd/4th Year practicum block]

 Week 9

(03/05/21)

No lecture [3rd/4th Year practicum block]

No tutorial [3rd/4th Year practicum block]

Week 10

(10/05/21)

Digital Games and Design

Tools for games design

Students as designers of games

Week 11

(17/05/21)

Robotics and Computational Thinking

Solving problems using robots

Week 12

(24/05/21)

Constructionism and the Maker Movement

Embedded systems, electronic circuits, 3D design and printing

(Task 3 Emerging Technology Module due)

Week 13

(31/05/21)

Technology Enhanced Learning Futures

Emerging Technology Module Presentations

Week 14

(07/06/21)

No lecture (exam week commences)

No tutorial  (Task 4 ePortfolio due)

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au

School of Education Procedures

In addition, the following policies and procedures of the Department of Educational Studies are applicable in this unit.

Attendance for undergraduate units

All Internal tutorials begin in Week 1 of Session. Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken. Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

Unit Expectations

  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via:

  • Official MQ Student Email Address
  • Other iLearn communication functions

Withdrawing from this UG Unit

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree. If you are going to withdraw from this unit please ensure that you do so before Census Date in order to avoid academic and financial disadvantage.

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 help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

If you are a Global MBA student contact globalmba.support@mq.edu.au

Equity 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.

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.

Changes from Previous Offering

  • The topics and content of the unit has been updated to reflect changes to technologies, research, and pedagogical best practice.
  • The order of the topics has been adjusted.

AITSL Professional Standards for Teachers

The Australian Institute for Teaching and School Leadership (AITSL) specifies Australian Professional Standards for Teachers (APST). The Australian Professional Standards for Teachers provide a common framework to describe, recognise and support the complex and varied nature of teachers’ work. The standards describe what teachers need to know, understand and be able to do as well as providing direction and structure to support the preparation and development of teachers.

EDUC3620 forms part of a program of study that enables students to achieve or exceed the Graduate Teaching Standards. The Graduate Teaching Standards are the competencies expected of a beginning teacher. The assessment tasks in EDUC3620 address Graduate Teaching Standards as outlined in the following table.

Assessment Task Graduate Teaching Standards Addressed
Task 1 - Learning Technology Critique

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Task 2 - Independent Research Review

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Task 3 - Emerging Technology Module

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.3 Organise content into an effective learning and teaching sequence.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Task 4 - ePortfolio

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

The complete list of Graduate Teaching Standards are outlined below. Further information regarding the Australian Professional Standards for Teachers can be found on the Institute’s website: http://www.teacherstandards.aitsl.edu.au/  .

AITSL’s Australian Professional Standards for Teachers (Graduate)

Professional Knowledge

Standard 1: Know students and how they learn

1.1

Physical, social and intellectual development and characteristics of students

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

 

1.2

Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3

Students with diverse linguistic, cultural and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4

Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5

Differentiate teaching to meet specific learning needs of students across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

 

1.6

Strategies to support full participation of students with disability

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

Standard 2: Know the content and how to teach it

2.1

Content and teaching strategies of the teaching area

Demonstrate understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2

Content selection and organization

Organise content into an effective learning and teaching sequence.

2.3

Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4

Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

 

2.5

Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6

Information and communication technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Professional Practice

Standard 3: Plan and Implement effective teaching and learning

3.1

Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2

Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3

Use teaching strategies

Include a range of teaching strategies in teaching.

 

3.4

Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5

Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

3.6

Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.7

Engage parents/carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process.

 

Standard 4: Create and maintain supportive and safe learning environments

4.1

Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2

Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3

Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4

Maintain student safety

 

Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

4.5

Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Standard 5: Assess, provide feedback and report on student learning

5.1

Assess student learning

Demonstrate understanding of assessment strategies including, informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2

Provide feedback to students on their learning

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3

Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4

Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5

Report on student achievement

Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Professional Engagement

Standard 6: Engage in professional learning

6.1

Identify and plan professional learning needs

Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

6.2

Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers.

 

6.3

Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

 

6.4

Apply professional learning and improve student learning

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

Standard 7: Engage professionally with colleagues, parents/carers and the community

7.1

Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2

Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage.

 

7.3

Engage with the parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4

Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.