EDUC 4215 - Secondary Years Professional Experience A
External - Semester 1 - 2022
General Course Information
Course Code EDUC 4215 Course Secondary Years Professional Experience A Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s External Units 3 Contact 6 x 3 hours + placement Available for Study Abroad and Exchange N Prerequisites Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) Restrictions BTCHSEC Course Description The Professional Experience placement is central to the Initial Teacher Education program. EDUC 4215 is the first of two placements in the final year of the Bachelor of Teaching (Secondary) degree. This 25-day Professional Experience course prepares final year Pre-service teachers for their secondary year?s school placement in a Department for Education, Independent, Lutheran or Catholic school.
Course Coordinator: Dr Brendan Bentley
The full timetable of all activities for this course can be accessed from Course Planner.Pre-placement workshops: Pre-service teachers are required to attend 6 x 3-hour pre-placement compulsory workshops. Attendance at the pre-placement workshops are compulsory requiring registration and interaction through active online participation. Attendance at these workshops is a hurdle assessment for attending Professional Experience A placement and will be scheduled during week 1-6 of term 1.
Course Learning Outcomes1. Understand, and account for in planning, the diversity for student cohorts and how they learn.
2. Understand and apply the teaching methodologies of their curriculum area(s).
3. Plan for and implement effective and appropriate learning activities.
4.Create supportive and safe learning environments, including the initial development of a repertoire of effective and ethical behaviour management strategies.
5. Understand assessment and reporting processes, including the provision of feedback to students and other stakeholders about their learning.
6. Engage with other professional educators such as Curriculum area associations.
7.Create and maintain professional relationships with teacher-colleagues and school leaders as well as the wider school community.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 3, 5
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesAll readings will be provided during lectures and seminars. Pre-service teachers are requried to download and have available a copy the School of Education's 2022 Professional Experience Handbook.
Recommended ResourcesAustralian Professional Standards for Teachers (APST).
Online LearningThis course requires face to face engagement and is not presented online.
Learning & Teaching Activities
Learning & Teaching ModesThis course is conducted face to face in a lecture/seminar format requiring engagement at each session.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.6 x 3 hour lecture/seminar and a 25 day Professional Experience placement.
Learning Activities SummaryThe lectures and seminars provide the theoretical learning required to successfully complete the first of the final year of Professional Experience placements. Pre-service teachers will meet prospective employers, undertake Elements 1 and 4 of the Teaching Performance Assessment and complete preparatory activities for placement. Attendance at all sessions is required.
Specific Course RequirementsPre-service teachers will be required to have:
Responding to Risk of Harm, Abuse and Neglect - Education and Care (RRHAN-EC)
Working with Children Check (WWCC)
COVID-19 Vaccination and
Complete Elements 1 and 4 of the Assessment for Graduate Teaching (AfGT).
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryThe successful completion of this Professional Experience course includes completing the Professional Experience placement successfully
and completing Elements 1 and 4 of the Assessment for Graduate Teaching (AfGT) which in part constitutes, the necessary capstone requirements for your teaching degree and is considered a hurdle requirement.
Assessment DetailElement 1
Word Count: Approx. 750 words.
1. Plan a sequence of lessons (unit of work) to be taught on your final placement
2. Complete AfGT Table 1
3. Submit Table 1 and any supplementary or accompanying learning and assessment materials for your sequence of lessons/unit of work.
Detailed Steps: Following the steps below (a – f), outline a sequence of no fewer than 5 and no more than 8 lessons that will be taught during your final placement:a) Identify the overarching goal for the sequence of lessons;b) Design a cumulative sequence of lesson goals that aligns with the overarching goal;c) Design sequenced lesson content (including curriculum links). The links to the curriculum documents should enable a reader to locate the same document to which you are referring;d) Justify the teaching strategies selected to challenge diverse learners to achieve the lesson goals; e) Justify complementary resources, including Information and Communications Technology (ICT), to engage all students in their learning; and, f) Explain strategies to support the safe, responsible and ethical use of resources (including ICTs).
To support the latter half of this assignment, also consider the following: Synthesise mentor feedback to support the planned learning sequence.Explain your assessment plan (6a – 6c), which includes formative, diagnostic
and summative assessment, opportunities for timely feedback, and assessment moderation: a) Explain a comprehensive assessment plan to monitor student achievement;b) Explain how you will make opportunities for purposeful and timely feedback; c) Explain how you will incorporate assessment moderation processes.
This assignment will demonstrate the Pre-Service Teacher’s ability to draw on their professional knowledge and skills, as well as their
understanding of the context, to plan a learning sequence and associated assessment tasks, address outcomes and students’ needs and abilities. In this Element, the focus is on the pre-service teacher’s capacity to understand the context of their placement and their planning for student learning in relation to the specific goal/s of the sequence of lessons, and the ways in which they will judge their impact on student learning. PSTs must pass Element 1 to demonstrate that the Australian Professional Standards for Teachers (AITSL, 2018) are met at Graduate level. Assessed APSTs1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4 and 6.3.
Word Count: Approx. 600 words.
Procedural Steps: 1. Receive link from AfGT. Follow the prompts to commence the activity. 3. Respond to each scenario by selecting your answer and submitting a written response. 4. Save and submit your work.
Detailed Steps: 1. You will work through four different scenarios provided via a link to an online survey that will be sent to you; 2. Please only click the link when you are ready to begin (after you first click the link, it will automatically submit after 24 hours);3. Select your institution and insert your student number as prompted;4. Read the scenario carefully;5. Choose one of the options, A to D, for each scenario and then justify your decision. (Your responses can be in either bullet points or prose. The indicative word count for each justification is between 100 and 150 words);6. Save your work by clicking the ‘Next’ button and follow the prompts to submit your responses; 7. Once all four questions are completed, a confirmation email message will be sent to your student email address.
Context: Links to a URL will be provided to the Pre-Service Teacher, who will respond to the questions that follow the online scenarios of teaching and learning.In Element 4 of the AfGT, which is the AfGT component that will be completed online, you will be provided with a link to an online survey tool known as Qualtrics. When you open it, you will see that you have four scenarios (or situations) that educators may face during their teaching career. Each will be accompanied by a list of four options (A to D) and a prompt that requires you to make a judgement about the scenario or situation. The wording of the prompt is: “Which option would you choose? Justify your decision. (100 to 150 words)”. An assessment rubric will accompany each scenario.
APSTs Assessed: 1.4, 1.6, 2.4 and 4.3.
The placement report is completed at the completion of the Professional Experience placement. It is completed by Mentor Teachers in conjunction with University Liaisons and the Pre-service teacher.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
GS8 (Coursework Grade Scheme) Grade Description CN Continuing FNS Fail No Submission NFE No Formal Examination F Fail NGP Non Graded Pass P Pass C Credit D Distinction HD High Distinction RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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