Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit focuses on your professional development as an educator, and reinforces the twin themes of teacher as researcher, and teacher as reflective practitioner. It provides the first of two sets of teaching experiences over the course of your Graduate Diploma. In these you develop the ability to plan, implement and evaluate effective teaching/learning programs in both primary and pre-primary settings. This requires an understanding of learner needs, curriculum knowledge, procedures for creating supportive classroom environments, and sensitivity to socio-cultural contexts. This unit focuses upon teaching in the lower primary school.

Designated Unit
This is a designated unit. Designated units are field experience units deemed to be critical to progress in your course. At the end of each semester, if you fail to achieve a satisfactory level of performance in a designated unit you may be eligible for a period of probation or exclusion.

Aims

The aim of this unit is to introduce you to principles and practices related to (i) program planning and implementation, (ii) curriculum policies and resources (iii) early childhood teaching approaches, (iv) managing learning environments, (v) building positive relationships in lower primary school contexts and (vi) applying the QCT's Professional Standards for Teachers to professional practice in school classrooms.

Objectives

On completion of this unit, you should be able to:

1. Demonstrate personal and professional skills and knowledge necessary to contribute effectively to professional teams with parents, host teachers, university peers, university personnel and others. [QCT Standard 9]
2. Make links between research and theoretical literature on learning and development to design and implement engaging and flexible learning experiences for individuals and groups in lower primary classrooms. [QCT Standards 1 & 3]
3. Demonstrate an awareness of how to create supportive and challenging learning environments for a range of learner needs and individual styles including higher level thinking and learning for five to eight year old children. [QCT Standards 1, 3 & 7]
4. Evaluate and reflect upon your own teaching and learning in relation to the application of an early childhood philosophy in lower primary contexts. [QCT Standard 10]
5. Demonstrate acceptable standards of communication and professional responsibility. [QCT Standards 2 & 9]

Content

This unit will cover the following topics:

• Introduction of the culture of primary schools along with the planning and documentation skills that are required to implement and evaluate learning experiences for young children in this context.


• There is a strong focus in lectures, tutorials and online materials on how to create flexible, supportive and inclusive learning environments in which positive relationships between teachers and children are promoted.


• The field experience component comprises a scaffolded introduction to teaching, beginning with observation of teaching practices and leading to small group and whole class teaching under the supervision of a host teacher.


• Finally, you will have the opportunity to reflect upon your field experience and analyse your learning in relation to the links between theory and practice in the field.


• The unit content contributes to your developing Professional Learning Profile.

Approaches to Teaching and Learning

It will use a combination of keynote lectures, online teaching resources and tutorials. Your learning will be enhanced by weekly reading as specified in the unit material. University-based assessment tasks are designed to introduce you to the theoretical background to teaching practice and to become critically reflective practitioners of your own and others practice. Field experience introduces you to the process of teaching, through a graduated set of experiences involving observation, small group teaching and whole class responsibility. Reflective practice is encouraged at each stage of the process.

Assessment

Assessment in the unit is both formative and summative. Formative assessment is provided through verbal, online and written feedback. There are two items of summative assessment in the unit: Field Studies and a Professional Learning Profile. Summative assessment will be based on a grade of Satisfactory/ Unsatisfactory. A grade of Satisfactory must be obtained in both summative assessment items to pass this unit.

This is a designated unit. If you do not achieve a grade of Satisfactory you will have your progress in the course reviewed. Failure to pass a designated unit may result in exclusion from the course.

Assessment name: Demonstration
Description: Supervised field experience in appropriate educational setting.
Length: 2 single days + 4 week block (20 consecutive days) of supervised field experience (22 days in total).
Due Date: Final report to be submitted by school to Field Experience Office upon completion of Field Studies.
Relates to objectives: 1 - 5
Internal or external: Both
Group or individual: Individual
Due date: End-Field Studies

Assessment name: Professional Plans
Description: A Professional Learning Profile that provides evidence of your developing philosophy, values and beliefs about teaching as well as demonstrating your current learning across the QCT's Professional Standards for Queensland Teachers
Length: 1200-1500 word (internet students), OR 20 minute on-campus interview (internal students).
Due Date: At end of field studies block.
Relates to objectives: 1 - 5
Internal or external: Both
Group or individual: Individual
Due date: End-Field Studies

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching: Challenges & dilemmas. (3rd ed.). Melbourne, VIC.: Thomson.

Queensland Studies Authority (2006). Early years curriculum guidelines. Brisbane: The State of Queensland (Queensland Studies Authority).
http://www.qsa.qld.edu.au/downloads/early_middle/ey_cg_06.pdf.

References

Key resources for this unit include the Field Experience Policies and Guidelines, the Field Experience Handbook for ED38 (Early Years) and EDP421 Field Experience Booklet. Each supervising teacher and graduate pre-service teacher will have access to these documents.
Queensland Studies Authority. (2009). Essential learnings by key learning area. Retrieved 2nd October 2012, from:
http://www.qsa.qld.edu.au/7444.html
Australian Curriculum and Reporting Authority (2012). Australian Curriculum Retrieved 2nd October 2012 from:
http://www.australiancurriculum.edu.au/

Risk assessment statement

There are no out of the ordinary risks associated with the general conduct of this unit. Whilst undertaking your field experience you will be required to abide by the workplace health and safety policies and procedures of your placement setting. Workplace health and safety protocols in relation to computer use will apply.

Criminal History Check - working with children
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a field experience in Queensland will require a valid suitability card or blue card that has been registered with QUT before they can commence their placement. Please refer to http://www.studentservices.qut.edu.au/enrol/course/spec_req/bluecard.jsp

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 11-Oct-2012