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EDUC6610 - Sem 1 2010 - St Lucia - Internal
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Unauthenticated View
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Printed: 15 February 2010, 07:45PM
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This printed course profile is valid at the date and time specified a=
bove. The course profile may be subject to change during the semester =96=
the online version is the authoritative version. =
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This is the publicly-accessible version of this profile, which is sl=
ightly incomplete. If you are enrolled in this course you can access the=
complete course profile, including assessment criteria and marking deta=
ils and full contact information, from the Profile link in your l=
ist of enrolled courses in mySI=
-net.
1. General Course Information
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1.1 Course Details
Course Code: EDUC6610 Course Tit=
le: Introduction to Professional Practice
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 =
Contact Hours=
Per Week: 3C =
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Restrictions: Entry to the Grad Dip Ed (Secondary) or BEd (=
Secondary) dual degree professional year. Students are required to hold=
a current 'Blue Card' (Working with Children Check). Applications are =
available at, and can be submitted through, the School of Education. =
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Incompatible: EDU=
C4039, EDUC4049
Course Description: 40 days supervised p=
racticum. The practicum provides opportunities for purposeful supervise=
d experiences to develop pre-service teachers' understandings of themsel=
ves as teachers, the students they will teach, the contexts in which the=
y will teach, and the teaching/learning process. During the practicum p=
rogram, pre-service teachers will learn to work with a range of learners=
with diverse needs and abilities, in a variety of social, cultural and =
geographical contexts. It represents the beginning of a developmental c=
ontinuum where students increasingly take on the roles and responsibilit=
ies of teachers.
Assumed Bac=
kground: It is=A0required that students enrolled in EDUC 6610 w=
ill have either completed or be enrolled in at least one Curriculum Foun=
dation course and one Specialist Teaching Area course.
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1.2 Course Introduction
Becoming a teacher is a comp=
lex process. It requires an ongoing commitment to career long learning a=
nd professional development.
Preservice teachers entering th=
e course are at the start of a developmental continuum where, as profess=
ional knowledge and skill develop, they are able to progress from closel=
y supervised practice towards a level of consultative and collaborative =
practice appropriate to the roles and responsibilities of beginning teac=
hers
Learning experiences in this course are structured to c=
hallenge and support all preservice teachers as they work to develop a p=
ersonal pedagogy informed by current best practice
The course is structured to develop through an articulated program of=
on-campus learning experiences and one block field practicum placement:=
- an understanding of learning and teaching within the contexts of=
rapidly changing secondary educational environments
- an understanding of the diverse ways in which schools function a=
s learning communities
- an understanding of the critical role of relationships and partn=
erships within these communities of practice=A0
- an understanding of relationships that characterize ethical prof=
essional practice=A0=A0
- the skills required to apply professional and disciplinary knowl=
edge to engage with curriculum, pedagogy, assessment and reporting of st=
udent outcomes
- the skills required to design and manage learning experiences th=
at are socially just and inclusive
- the skills required to apply a range of literacies relevant to t=
he educational context and the requirements of the discipline=A0
- the skills required to create supportive and intellectually chal=
lenging learning environments to engage all learners
- the skills required to reflect analytically and critically on pe=
rsonal practice to inform ongoing assessment of professional growth thro=
ugh the stages of preservice teaching and beginning teaching.=A0
This course and the sequential EDUC6615 allow students to demonstrate=
in a professional setting the standards required by the Queensland Coll=
ege of Teachers for registration.
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1.3 Course Staff
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Course Coordinator: Dr Kerryn McCluskey
&nb=
sp; Email: kerrynmccluskey@uq.edu.au
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UQ students: Please sign in to mySI-net to view your list of enro=
lled courses and click the relevant Profile link to access all co=
urse contributor details held in this profile =
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1.4 Timetable
Timetables are available on mySI-net.
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2. Aims, Objectives & Graduate Attributes
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2.1 Course Aims
- To graduate=A0teachers who can contribute innovatively and creat=
ively to addressing the educational challenges of changing social and=A0=
community demands and the impact of technological change .
- To develop an understanding of teaching as a dynamic and challen=
ging form of professional work.
- To develop an understanding of=A0teaching and learning within th=
e contexts of rapidly changing secondary educational environments.
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- To develop, together with EDUC6615,=A0the professional knowledge=
and=A0 skills of pre-service teachers to the standards required for reg=
istration by the Queensland College of Teachers.
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2.2 Learning Objectives
After successfully completing this=
course you should be able to:
1 Understand schools as workp=
laces and be familiar with the statutory and other requirements that gov=
ern the work of teachers in schools.
2 Ap=
ply professional and disciplinary knowledge to engage with curriculum, p=
edagogy, assessment and reporting of student outcomes.
3 Create supportive and intellectually challenging educati=
onal environments that engage all learners.
4 &=
nbsp;Apply a range of literacies relevant to the educational context and=
the requirements of the discipline.
5 Un=
derstand the relationships that characterize ethical professional practi=
ce.
6 Communicate effectively with studen=
ts, care givers and fellow professionals in a range of educational,socia=
l and cultural environments.
7 Use skills=
of critical relection to develop achievable plans for personal professi=
onal growth through the stages of preservice teaching and beginning teac=
hing.
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2.3. Graduate Attributes
Successfully completing this cours=
e will contribute to the recognition of your attainment of the following=
UQ (Undergrad Pass) graduate attributes:
GRADUATE ATTRIBUTE LEARNING OBJECTIVES
A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
A1. A comprehensive and well-founded knowledge i=
n the field of study. 2, =
3, 5, 7 A4. An understanding of how other disciplines relate to=
the field of study. 2, 3=
, 7 A5. An international perspective on the fie=
ld of study.
B. EFFECTIVE COMMUNICATION
B1. The ability to collect, analyse and organ=
ise information and ideas and to convey those ideas=
clearly and fluently, in both written and spoken f=
orms. 2, 3, 4, 6 B2. The a=
bility to interact effectively with others in order to work towar=
ds a common outcome. 1, 2=
, 3, 4, 6, 7 B=
3. The ability to select and use the appropria=
te level, style and means of communication. 2, 3, 4, 6 B4. The ability to engage =
effectively and appropriately with information and communication =
technologies.1, 2, 3=
, 4
C. INDEPENDENCE AND CREATIVITY
C1. The ability to work and learn independently.=
2, 7 C3. The ability to ge=
nerate ideas and adapt innovatively to changing environments.=
2, 3 <=
tr>C4. The ability to id=
entify problems, create solutions, innovate and imp=
rove current practices. 1, 2, 3, 7 =
D. CRITICAL JUDGEMENT
D1. The ability to define and analyse problems.<=
/td>2, 3, 4, 7 <=
/tr>D2. The ability to =
apply critical reasoning to issues through independent thought=
and informed judgement. 2, 3, 7 D3. The ability to evaluate opinions, make decis=
ions and to reflect critically on the justifications for deci=
sions. 2, 4, 5, 6, 7
E. ETHICAL AND SOCIAL UNDERSTANDING
E1. An understanding of social and civic resp=
onsibility. 1, 2, 3, =
4, 5 E2. An appreciation of the philosophical and social con=
texts of a discipline. 3, 5 E4. A knowledge and respect of ethics and ethi=
cal standards in relation to a major area of study. 1, 2, 3, 5, 6 E5. A knowledge of other =
cultures and times and an appreciation of cultur=
al diversity. 2, 3, 5=
, 6
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3. Learning Resources
3.3 University Learning Resources
Access to required and recommended r=
esources, plus past central exam papers, is available at the UQ Library =
website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6610).
<=
br />The University offers a range of resources and services to support =
student learning. Details are available on the myServices website =
(https://student.my.uq.edu.au/=
).
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4. Teaching & Learning Activities
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4.1 Learning Activities
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4.2 Other Teaching and Learning Activities Info=
rmation
Attendance at all seminars is=
compulsory and 80% attendance at workshops is required.
Times for seminar 1 will be confirmed during the Preparatory Wee=
k.
Seminar 1 in the week beginning 15th February will be offered in tw=
o sessions. Seminar 1a will be for students undertaking the Graduate Dip=
loma (Secondary); Seminar 1b will be for students undertaking the Dual D=
egree program.=A0Times and rooms for Seminar 1 will be given on the firs=
t day of the Preparatory Program.=A0
Times for workshops will be available on my Si-net and students=A0m=
ust use Si-net to book for suitable times. Not all time slots will be av=
ailable and adjustments might have to be made to suit numbers.
The second seminar will be run on Thursday 22nd April.
Through the successful completion of the course, students are provi=
ded the opportunity to develop practices and knowledge that reflect the =
standards developed by the QCT for graduates. These standards are based =
on the Professional Standards for Queensland Teachers (QCT, 2007). As th=
is is a course with an eight week practicum embedded within it, t=
he emphasis in the course will be on the Practice components of t=
he Standards 1 - 10. The practicum and on-campus elements of the course =
will incorporate Knowledge components of each of the standards.
The Practice and Knowledge components identified under each =
Standard have been given a numerical reference 1-13 for identification. =
The following table should be read in conjunction with the full descript=
ion of each Standard and its element as found in the QCT Program Approva=
l Guidelines on http://www.qct.edu.au/PDF/ProgramApprovalGuidelines.pd=
f
=A0
Practice and Knowledge components addressed in =
the Learning Activities in this course
=A0
=A0
1
2
3
4
5
6
7
8
9
10
11
12
13
Standard 1
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
√
√
√
=A0
√
√
=A0
=A0
√
=A0
=A0
Standard 2
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
√
√
√
=A0
=A0
=A0
=A0
√
=A0
√
√
Standard 3
Practice
√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
Standard 4
=A0
Practice
√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
√
√
√
√
√
√
=A0
=A0
=A0
=A0
Standard 5
Practice
√
√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
√
=A0
√
√
√
√
√
√
√
=A0
=A0
=A0
Standard 6
Practice
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√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
√
√
√
√
=A0
=A0
=A0
Standard 7
Practice
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
=A0
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Standard 8
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
√
√
=A0
=A0
=A0
√
=A0
=A0
=A0
=A0
Standard 9
Practice
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Standard 10
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0
=A0
√
√
√
=A0
=A0
=A0
=A0
=A0
5. Assessment
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5.1 Assessment Summary
This is a summary of the assessment in the course. For d=
etailed information on each assessment, see 5.5 Assessment Detail below.
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Assessment Task Due Date Weighting Learning Objectives
Attendance
Attendance Requirements 15 Feb 10 - 18 Jun 10 Pass/Fail =
1, 2, 3, 4, 5, 6, 7 Plan
Personal Profess=
ional Development Plan 18 Ma=
r 10 - 29 Jun 10 Pass/Fail 1, 2, 3, =
4, 5, 7 Practical
Supervised Block Practicum 26 Apr 10 - 18 Jun 10 Pass/Fail 1, 2, 3, 4, 5, 6, 7
<=
/td>
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5.2 Course Grading
Grade X: No assessable=
work received.
Pass: Registration by the Queensland Co=
llege of Teachers is required for entry into professional practice as a =
teacher in Queensland. Successful completion of either of the Graduate D=
iploma or Dual Degree programs meets the academic requirements for regis=
tration.
=A0
The learning objectives for EDUC6610 have been designed around the =
Professional Standards for Graduates as set out by the College.
=A0
To achieve a pass grade in=A0EDUC6610, Introduction to Professional=
Practice, students are required to demonstrate an adequate understandin=
g of the concepts set out in each of the learning objectives and must de=
monstrate the ability to apply each of the learning objectives in the se=
tting of a supervised school practicum.
=A0
A report will be completed at the end of the supervised block pract=
icum detailing evidence of the=A0ability to apply each of the learning o=
bjectives in a school context .
Students will be required to submit a Personal Professional Develop=
ment Plan demonstrating their level of understanding of each of the lear=
ning objectives.
Attendance will be recorded at workshops and seminars.
In order to pass EDUC6610, students must pass each assessment t=
ask.
Fail: Students who demonstrate a superficial u=
nderstanding of the concepts outlined in the course objectives and the Q=
CT Professional Standards for Graduates or who fail to demonstrate the a=
bility to apply the required knowledge and skills in a school setting wi=
ll be assigned a failing grade.
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5.3 Late Submission
Assessment tasks are due at the=
scheduled time.=A0 Extensions are not normally granted for late submiss=
ion of assessment tasks.=A0 Late submission of assessment tasks without =
course coordinator approval will result in no grade being awarded for th=
e task.=A0 Once marked assessment tasks are made available to students f=
or collection, late tasks will be not be accepted for marking.
Where illness or other emergent personal circumstances prevents a stu=
dent from presenting an assessment task on a scheduled date, the appropr=
iate staff member should be contacted as soon as possible and no later t=
han within 24 hours of the due date.=A0 Normally a medical certificate o=
r other statutory documentation (e.g. counsellor's letter) must accompan=
y this notification.=A0 The course coordinator reserves the right to neg=
otiate any special arrangements that may be necessary to accept assessme=
nt tasks after the scheduled date.
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5.4 Other Assessment Information
Attendance
Workshop Attendance: As noted earlier, attendance requiremen=
t of 80% of the on-campus workshops is required additional to seminar at=
tendances in order to pass this part of the assessment.
Seminar Attendance: As noted in the learning activities sect=
ion (section 4), attendance at the seminars is compulsory. If you find t=
hat you will not be in a position=A0to attend these seminars:
- contact the course coordinator as soon as you are aware of a cla=
sh prior to, or at the latest within 24 hours of,=A0the se=
t date of the seminar
- you may be required to successfully complete alternative assessm=
ent prior to beginning the practicum
- you may be =A0precluded from attending the practicum and be awar=
ded a failing grade for the course.
Supplementary: Please note that there is no supplementary av=
ailable for this course.
Personal Professional Development Plan: An electronic versio=
n of this plan will be sent to all students enrolled in the course at a =
date as advised by the course coordinator.
This course has an eight week practicum embedded within it and cons=
equently the assessment of the practicum and=A0Professional Development =
Plan=A0will cover all three clusters of the QCT Standards:
- the teacher's role in teaching and learning
- the development of relationships
- the teacher's commitment to reflective practice and professional=
renew.
Successful completion of each of the assessment tasks will provide =
opportunity for students to demonstrate development of Practice and Know=
ledge components taken from the QCT Standards as identified in the follo=
wing table.=A0
=A0
Practice and Knowledge components addressed in =
the Assessment tasks in this course
=A0
=A0
=A0
1
2
3
4
5
6
7
8
9
10
11
12
13
Standard 1
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
=A0
√
√
√
=A0
√
√
=A0
=A0
√
=A0
=A0
Standard 2
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
√
√
√
=A0
=A0
=A0
=A0
√
=A0
√
√
Standard 3
Practice
√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
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=A0
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
Standard 4
=A0
Practice
√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
√
√
√
√
√
√
=A0
=A0
=A0
=A0
Standard 5
Practice
√
√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
√
=A0
√
√
√
√
√
√
√
=A0
=A0
=A0
Standard 6
Practice
√
√
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
√
√
√
√
=A0
=A0
=A0
Standard 7
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
=A0
√
√
√
√
=A0
√
=A0
=A0
=A0
=A0
=A0
Standard 8
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
√
√
=A0
=A0
=A0
√
=A0
=A0
=A0
=A0
Standard 9
Practice
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Standard 10
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0
=A0
√
√
√
=A0
=A0
=A0
=A0
=A0
=
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5.5 Assessment Detail
=
Attendanc=
e Requirements
Type: Attendance
Learning Objectives=
Assessed: 1, 2, 3, 4, 5, 6, 7
Due Date:
=
15 Feb 10 - 18 Jun 10
=
Weight: Pass/Fail
=
=
Task Description: <=
/strong>EDUC6610 is an introduction to =A0professional practice.
=
The workshops and seminars are interactive and designed to address th=
e criteria required for registration as a teacher.
=A0This attendance requirement addresses the following standards as s=
et out in the Queensland College of Teachers Standards for Graduates.
Graduating teachers will be prepared to e=
nter the consultative, collaborative and critical relationships that are=
embedded in these communities of practice.
Graduates will be comm=
itted to reflective practice and ongoing professional renewal.
Gra=
duating teachers will display a positive orientation to personal learnin=
g and teaching which foregrounds reflection on practice as an important =
part of the ongoing development of teacher identity.
A commitment =
to professional renewal for self and in communities of colleagues will f=
orm part of the graduating teacher=92s self-image as a lifelong learner"=
On the St Lucia Campus:
Workshops:
Students should attend all workshops. An 80% attendance is required f=
or a passing grade.Students who are absent from a workshop must inform t=
he facilitator who will ensure that the material covered in the workshop=
is adequately addressed.=A0Students will=A0register for set workshop ti=
mes and workshops are not repeated.
Seminars:
There are two, three hour,=A0seminars for EDUC6610.=A0Two sessions wi=
ll be held for each seminar -=A0in each case the second session will be =
a repeat of the first.=A0
If for any reason students cannot attend a seminar the facilitator re=
sponsible for the student's workshops must be informed and arrangements =
will be made with the facilitator or the course coordinator to ensure th=
at the student is adequately prepared for the practicum.
Attendance requirements:
Should attendance requirements of 80% not be met, students will u=
ndertake an alternate assessment prior to practicum or fail the course. =
Practicum:
Students must attend the assigned school on each day of the practicum=
. Absence for any reason on any school day of a practicum must be made u=
p in order that the requirements of the School of Education and the Quee=
nsland College of Teachers are met. Procedures for notifying the practic=
um school and the School of Education of an absence and for arranging ma=
ke up days=A0are set out in the practicum handbooks which will be given =
to students before the practicum. The practicum is to be conducted in a =
block of 40 days.
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Per=
sonal Professional Development Plan
Type: Plan
Learning Objectives=
Assessed: 1, 2, 3, 4, 5, 7
Due Date:
=
18 Mar 10 - 29 Jun 10
=
Weight: Pass/Fail
=
=
Task Description: <=
/strong>Students are required to prepare a personal professional deve=
lopment plan. The plan must address each of the QCT professional standar=
ds for beginning teachers.=A0
NOTE:=A0 A template for this task will be provided=A0 in paper format=
during workshop 6 and in electronic format during the first week of pra=
cticum.
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Submission: PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea=
ding =93Current Students=94 and click on the =93Assignment Cov=
er Sheet=94 link.
3. Enter your student Username and Password.<=
br />4. Enter all details required on the form
5. Read and a=
gree to The University of Queensland=92s =93Code of Conduct and Plagiari=
sm Policy. Once you have agreed you will be able to generate a pdf cover=
sheet.
6. Check the details on the cover sheet, print and attach t=
he cover sheet to your assignment.
7. Internal students should lodg=
e the assignment/s with the Enquiries Office (Room s404), School of Educ=
ation, Social Sciences Building (No. 24).
External students =
may submit their assignment with the generated cover sheet to the=
Enquiries Office (Room s404) at the School of Education, Social Science=
s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi=
ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei=
r course coordinators for assignment submission instructions.
Sup=
ervised Block Practicum
Type: Practical
Learning Objectives=
Assessed: 1, 2, 3, 4, 5, 6, 7
Due Date:
=
26 Apr 10 - 18 Jun 10
=
Weight: Pass/Fail
=
=
Task Description: <=
/strong>Students are required to complete successfully 40 days of superv=
ised block practicum in an approved school setting.
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Submission: PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea=
ding =93Current Students=94 and click on the =93Assignment Cov=
er Sheet=94 link.
3. Enter your student Username and Password.<=
br />4. Enter all details required on the form
5. Read and a=
gree to The University of Queensland=92s =93Code of Conduct and Plagiari=
sm Policy. Once you have agreed you will be able to generate a pdf cover=
sheet.
6. Check the details on the cover sheet, print and attach t=
he cover sheet to your assignment.
7. Internal students should lodg=
e the assignment/s with the Enquiries Office (Room s404), School of Educ=
ation, Social Sciences Building (No. 24).
External students =
may submit their assignment with the generated cover sheet to the=
Enquiries Office (Room s404) at the School of Education, Social Science=
s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi=
ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei=
r course coordinators for assignment submission instructions.
6. Policies & Guidelines
This section contains the details of and li=
nks to the most relevant policies and course guidelines. For further det=
ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures=
.
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University=92s=
assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m=
yadvisor/index.html?page=3D2910).
Academic Integrity
It is the University's task to e=
ncourage ethical scholarship and to inform students and staff about the =
institutional standards of academic behaviour expected of them in learni=
ng, teaching and research. Students have a responsibility to maintain th=
e highest standards of academic integrity in their work. Students must n=
ot cheat in examinations or other forms of assessment and must ensure th=
ey do not plagiarise.
Plagiarism
The University has adopted the following=
definition of plagiarism:
Plagiarism is the act of misrepresenting =
as one's own original work the ideas, interpretations, words or creative=
works of another. These include published and unpublished documents, de=
signs, music, sounds, images, photographs, computer codes and ideas gain=
ed through working in a group. These ideas, interpretations, words or wo=
rks may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and P=
lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make=
s a comprehensive statement about the University's approach to plagiaris=
m, including the approved use of plagiarism detection software, the cons=
equences of plagiarism and the principles associated with p=
reventing plagiarism.
Feedback on Assessment
Feedback is essential to e=
ffective learning and students can expect to receive appropriate and tim=
ely feedback on all assessment.=A0For a detailed explanation of the feed=
back you are entitled to, you should consult the policy on Student Acces=
s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
As a student you have a responsibility to incorporate feedback =
into your learning; make use of the assessment criteria that you are giv=
en; be aware of the rules, policies and other documents related to asses=
sment; and provide teachers with feedback on their assessment practices.=
There are certain steps you can take if you feel your result does =
not reflect your performance. Please refer to the myAdvisor web site. (=
http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<=
/div>
=
6.2 Other Policies and Guidelines
University Policies and Guidelines
Placement Courses
S=
tudents on a placement course =96 also known as a work placement, intern=
ship, industry study, industry experience, clinical practice, clinical p=
lacement, practical work, practicum, fieldwork, teaching practice =96 sh=
ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/=
index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl=
ude a professional/work placement, internship, clinical practice, teachi=
ng practice or other similar activity which involves them in regular con=
tact with children should refer to the University policy, Working with C=
hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004=
) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis=
ability who may require alternative academic arrangements, including ass=
essment, in the course/program is encouraged to seek advice at the comme=
ncement of the semester from a Disability Adviser at Student Support Ser=
vices.=A0Refer to the University policy, Students with a Disability (Dis=
ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t=
o the policy on Special Arrangements for Examinations for Students with =
a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia=
ise with professional and registration bodies regarding the acceptabilit=
y of any adjustment to an academic program, the University Health Servic=
e can arrange appropriate advice and assistance on personal and public h=
ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud=
ents (http=
://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud=
ents (http=
://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi=
th the University policies on occupational health and safety in the labo=
ratory.
=
=
Learning Summary
Below is a table showing the relationship between the learni=
ng objectives for this course and the =
broader graduate attributes developed, the learning activiti=
es used to develop each objective and =
the assessment task used to assess each objective. =
=
Learning Objectives
After successfully completing this=
course you should be able to:
1 Understand schools as workp=
laces and be familiar with the statutory and other requirements that gov=
ern the work of teachers in schools.
2 Ap=
ply professional and disciplinary knowledge to engage with curriculum, p=
edagogy, assessment and reporting of student outcomes.
3 Create supportive and intellectually challenging educati=
onal environments that engage all learners.
4 &=
nbsp;Apply a range of literacies relevant to the educational context and=
the requirements of the discipline.
5 Un=
derstand the relationships that characterize ethical professional practi=
ce.
6 Communicate effectively with studen=
ts, care givers and fellow professionals in a range of educational,socia=
l and cultural environments.
7 Use skills=
of critical relection to develop achievable plans for personal professi=
onal growth through the stages of preservice teaching and beginning teac=
hing.
Assessment & Learning Activities
Learning Objectives
1
2
3
4
5
6
7
Learning Activities
Introductio=
n to the Professional Year (Seminar)
=
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sp;
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sp;
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sp;
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Planning 1 =
(Workshop)
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sp;
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sp;
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Planning 2 =
(Workshop)
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sp;
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sp;
Planning 3 =
(Workshop)
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sp;
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sp;
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sp;
Assessment =
of student progress (Workshop)
=
Measuring P=
rofessional Growth (Workshop)
=
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sp;
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sp;
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sp;
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sp;
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sp;
Behaviour m=
anagement (Workshop)
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sp;
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sp;
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sp;
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sp;
Contributin=
g effectively to Professional Teams (Workshop)
=
&nb=
sp;
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sp;
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sp;
The Block P=
racticum - Professional Issues (Seminar)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
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sp;
&nb=
sp;
Supervised =
Professional Practice (Practical)
=
Assessment Tasks
Attendance Requirements
=
=
![3D"selected"](3D"../images/do=)
=
=
=
=
=
=
=
=
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Personal Professional Development Plan
=
=
=
=
=
=
=
=
=
=
=
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Supervised Block Practicum
=
=
=
=
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Graduate Attributes
Successfu=
lly completing this course will contribute to the recognition of your at=
tainment of the following UQ (Undergrad Pass) graduate =
attributes:
Learning Objectives
1
2
3
4
5
6
7
Graduate Attributes=
=
A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
=
<=
strong>A1. A comprehensive and well-founded knowledge=
in the field of study.
=
=
=
=
=
![3D"selected"]()
=
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=
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=
=
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=
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=
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=
![3D"selected"]()
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=
<=
strong>A4. An understanding of how other disciplines =
relate to the field of study.
=
=
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=
![3D"selected"]()
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![3D"selected"]()
=
=
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A5. An international pers=
pective on the field of study.
=
=
=
=
=
=
=
=
=
B EFFECTIVE COMMUNICATION
=
<=
strong>B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and sp=
oken forms.
=
=
=
=
=
![3D"selected"]()
=
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![3D"selected"]()
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![3D"selected"]()
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=
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<=
strong>B2. The ability to interact effectively with others in order to work towards a common outcome.
=
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![3D"selected"]()
=
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=
![3D"selected"]()
=
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=
![3D"selected"]()
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![3D"selected"]()
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=
![3D"selected"]()
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<=
strong>B3. The ability to select and use the a=
ppropriate level, style and means of communication.
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
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![3D"selected"]()
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![3D"selected"]()
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<=
strong>B4. The ability to engage effectively and appr=
opriately with information and communication technologies.
=
=
![3D"selected"]()
=
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=
![3D"selected"]()
=
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C INDEPENDENCE AND CREATIVITY
=
<=
strong>C1. The ability to work and learn independentl=
y.
=
=
=
=
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![3D"selected"]()
=
=
=
=
=
=
=
=
=
=
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![3D"selected"]()
=
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=
<=
strong>C3. The ability to generate ideas and adapt in=
novatively to changing environments.
=
=
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=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
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<=
strong>C4. The ability to identify problems, create s=
olutions, innovate and improve current practices.
=
=
![3D"selected"]()
=
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=
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=
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D CRITICAL JUDGEMENT
=
<=
strong>D1. The ability to define and analyse problems=
.
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
<=
strong>D2. The ability to apply critical reasoning to is=
sues through independent thought and informed judgement.
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
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=
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=
=
![3D"selected"]()
=
=
=
<=
strong>D3. The ability to evaluate opinions, make dec=
isions and to reflect critically on the justifications for de=
cisions.
=
=
=
=
=
![3D"selected"]()
=
=
=
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![3D"selected"]()
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=
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![3D"selected"]()
=
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![3D"selected"]()
=
=
=
E ETHICAL AND SOCIAL UNDERSTANDING =
=
<=
strong>E1. An understanding of social and civi=
c responsibility.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
<=
strong>E2. An appreciation of the philosophical a=
nd social contexts of a discipline.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
<=
strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
<=
strong>E5. A knowledge of other cultures and t=
imes and an appreciation of cultural diversity.
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
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=
![3D"selected"]()
=
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=
![3D"selected"]()
=
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=
=
=
=
=
feedback&=
nbsp;
Authorised by: Deputy Vice-Chancellor (Academic)
Maintained by: Software Services
Last Updated - 24 May , 2006
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}
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color: #CC0000;
text-decoration:underline;
}
/* Student Noticeboard */
div.notice { margin: 0 0 20px 0; padding: 0; color: #000; background-color: #DFEBFB; width: 100%; }
div.noticeContent { margin: 0; padding: 2px 5px; clear: both;}
div.noticeHeader { margin: 0; padding: 0; float: left; color: #FFF; background-color: #003399; }
div.notice h3 { margin: 0; padding: 2px 0 2px 5px; float: left; color: #FFF; }
div.noticeDate { margin: 0; padding: 2px 5px 2px 0; float: right; color: #FFF; }
/* Course Profile Table Styling */
.tblData {background-color: #EEE; width: 100%; margin: 0 0 20px 0;}
.headingrow {color: #000; font-weight: bold;}
.tblborder{width:93%; margin-left:5%; border: 1px solid #000; border-collapse: collapse;}
.tblborder td {border: 1px solid #000; padding: 3px;}
/* break up for print views */
div.breakBefore
{
page-break-before: always;
}
.tblTraining { border-collapse:collapse; margin:0; width:400px; border: 1px solid black;}
.tblTraining td { padding:5px; text-align:center; border: 1px solid black;}
.tblTraining th {padding:5px; font-weight:bold; background-color:#CCCCCC; border: 1px solid black;}
.tblTraining tr.odd {background-color:#FFFFFF;}
.tblTraining tr.even {background-color:#EEEEEE;}
table.tblStudentView {
border-collapse: collapse;
width: 100%;
margin: 5px 0;
background-color: #FFF;
text-align: center;
border: 1px solid black;
}
table.tblStudentView td {
padding: 2px;
border: 1px solid black; */
background-color: #FFF;
}
/********************* Link Colour ************************** /
/ /
/ To make a change to the link colour and mouseover/hover /
/ state of the link text, please change the color in BOTH /
/ tags below if required. /
/ /
/*************************************************************/
a:link,a:active,a:visited { color : #0033CC; text-decoration:none; }
a:hover { color : #0033CC; text-decoration: underline; }
/**************** Background Colour Tags ******************** /
/ /
/ The background colour of the navigation menu and divider /
/ can be modified here. They should both be the SAME colour. /
/ /
/*************************************************************/
td.menu { background-color: #DFEBFB; }
td.divider { background-color: #DFEBFB; height: 20px; }
/******************** Navigation Menu *********************** /
/ /
/ The Navigation Menu on all new templates are CSS controlled /
/ Only ONE element of the menu can be modified (below) /
/ i.e. the colour of the mouseover/hover state. /
/ /
/*************************************************************/
/********* Navigation Menu Tags - Do not modify these *******/
table.navtable { width: 190px; }
#navcontainer ul { margin-left: 6px; padding: 0; list-style-type: none; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 11px; }
#navcontainer li { margin: 0 0 .2em 0; }
#navcontainer a { display: block; color: #000; background-color: #FFFFFF; width: 14em; padding: .4em .8em; text-decoration: none; }
/*** Navigation Menu Tags - You can modify the hover (background) colour **/
#navcontainer a:hover { background-color: #EAF2FD; color: #000; }
/***************** Content (Level 2) Pages ****************** /
/ /
/ Please DO NOT modify any of these tags. They are separate /
/ from the constant tags (above) as they serve their purpose /
/ in only the content (Level 2) pages. /
/ /
/*************************************************************/
#breadcrumb { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 5px; margin-left: 10px; margin-right: 10px; }
#content { padding: 2px; margin-left: 10px; margin-right: 10px; }
#relatedlink { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 0px; margin-right: 10px; font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 14px; color: #333; }
td.contentheader { font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 18px; font-weight: bold; color: #333; }
table.infotable { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 2px; margin-right: 2px; width: 161px; }
/* Extra */
/* login form */
table.tblLogin {
border-collapse: collapse;
text-align: left;
background: #DFEBFB;
margin: 0;
}
table.tblLogin td{
padding: 0 3px 0 3px;
}
.tblLogin tr.header td { background-color: #003399; color: #FFF; font-weight: bold;}
.frmLogin { margin: 0; padding: 0; }
.frmLabel { font-weight: bold; }
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= Printed: 15 February 2010, 07:45PM
= This printed course profile is valid at the date and time specified a= bove. The course profile may be subject to change during the semester =96= the online version is the authoritative version. =
This is the publicly-accessible version of this profile, which is sl= ightly incomplete. If you are enrolled in this course you can access the= complete course profile, including assessment criteria and marking deta= ils and full contact information, from the Profile link in your l= ist of enrolled courses in mySI= -net.
1. General Course Information
=1.1 Course Details
Course Code: EDUC6610 Course Tit=
le: Introduction to Professional Practice
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 = Contact Hours= Per Week: 3C = =
Restrictions: Entry to the Grad Dip Ed (Secondary) or BEd (=
Secondary) dual degree professional year. Students are required to hold=
a current 'Blue Card' (Working with Children Check). Applications are =
available at, and can be submitted through, the School of Education. =
=
Incompatible: EDU= C4039, EDUC4049
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 = Contact Hours= Per Week: 3C = =
Incompatible: EDU= C4039, EDUC4049
Course Description: 40 days supervised p=
racticum. The practicum provides opportunities for purposeful supervise=
d experiences to develop pre-service teachers' understandings of themsel=
ves as teachers, the students they will teach, the contexts in which the=
y will teach, and the teaching/learning process. During the practicum p=
rogram, pre-service teachers will learn to work with a range of learners=
with diverse needs and abilities, in a variety of social, cultural and =
geographical contexts. It represents the beginning of a developmental c=
ontinuum where students increasingly take on the roles and responsibilit=
ies of teachers.
Assumed Bac=
kground: It is=A0required that students enrolled in EDUC 6610 w=
ill have either completed or be enrolled in at least one Curriculum Foun=
dation course and one Specialist Teaching Area course.
=
1.2 Course Introduction
Becoming a teacher is a comp=
lex process. It requires an ongoing commitment to career long learning a=
nd professional development.
Preservice teachers entering th=
e course are at the start of a developmental continuum where, as profess=
ional knowledge and skill develop, they are able to progress from closel=
y supervised practice towards a level of consultative and collaborative =
practice appropriate to the roles and responsibilities of beginning teac=
hers
Learning experiences in this course are structured to c=
hallenge and support all preservice teachers as they work to develop a p=
ersonal pedagogy informed by current best practice
The course is structured to develop through an articulated program of= on-campus learning experiences and one block field practicum placement:=
- an understanding of learning and teaching within the contexts of= rapidly changing secondary educational environments
- an understanding of the diverse ways in which schools function a= s learning communities
- an understanding of the critical role of relationships and partn= erships within these communities of practice=A0
- an understanding of relationships that characterize ethical prof= essional practice=A0=A0
- the skills required to apply professional and disciplinary knowl= edge to engage with curriculum, pedagogy, assessment and reporting of st= udent outcomes
- the skills required to design and manage learning experiences th= at are socially just and inclusive
- the skills required to apply a range of literacies relevant to t= he educational context and the requirements of the discipline=A0
- the skills required to create supportive and intellectually chal= lenging learning environments to engage all learners
- the skills required to reflect analytically and critically on pe= rsonal practice to inform ongoing assessment of professional growth thro= ugh the stages of preservice teaching and beginning teaching.=A0
This course and the sequential EDUC6615 allow students to demonstrate=
in a professional setting the standards required by the Queensland Coll=
ege of Teachers for registration.
= =
1.3 Course Staff
=
Course Coordinator: Dr Kerryn McCluskey
&nb=
sp; Email: kerrynmccluskey@uq.edu.au
=
=
= =
UQ students: Please sign in to mySI-net to view your list of enro=
lled courses and click the relevant Profile link to access all co=
urse contributor details held in this profile =
= =
1.4 Timetable
Timetables are available on mySI-net.
2. Aims, Objectives & Graduate Attributes
=2.1 Course Aims
- To graduate=A0teachers who can contribute innovatively and creat= ively to addressing the educational challenges of changing social and=A0= community demands and the impact of technological change .
- To develop an understanding of teaching as a dynamic and challen= ging form of professional work.
- To develop an understanding of=A0teaching and learning within th= e contexts of rapidly changing secondary educational environments. =
- To develop, together with EDUC6615,=A0the professional knowledge= and=A0 skills of pre-service teachers to the standards required for reg= istration by the Queensland College of Teachers.
2.2 Learning Objectives
After successfully completing this=
course you should be able to:
1 Understand schools as workp=
laces and be familiar with the statutory and other requirements that gov=
ern the work of teachers in schools.
2 Ap= ply professional and disciplinary knowledge to engage with curriculum, p= edagogy, assessment and reporting of student outcomes.
3 Create supportive and intellectually challenging educati= onal environments that engage all learners.
4 &= nbsp;Apply a range of literacies relevant to the educational context and= the requirements of the discipline.
5 Un= derstand the relationships that characterize ethical professional practi= ce.
6 Communicate effectively with studen= ts, care givers and fellow professionals in a range of educational,socia= l and cultural environments.
7 Use skills= of critical relection to develop achievable plans for personal professi= onal growth through the stages of preservice teaching and beginning teac= hing.
=
=
2 Ap= ply professional and disciplinary knowledge to engage with curriculum, p= edagogy, assessment and reporting of student outcomes.
3 Create supportive and intellectually challenging educati= onal environments that engage all learners.
4 &= nbsp;Apply a range of literacies relevant to the educational context and= the requirements of the discipline.
5 Un= derstand the relationships that characterize ethical professional practi= ce.
6 Communicate effectively with studen= ts, care givers and fellow professionals in a range of educational,socia= l and cultural environments.
7 Use skills= of critical relection to develop achievable plans for personal professi= onal growth through the stages of preservice teaching and beginning teac= hing.
2.3. Graduate Attributes
Successfully completing this cours=
e will contribute to the recognition of your attainment of the following=
UQ (Undergrad Pass) graduate attributes:
= = = = = = =
3. Learning Resources
3.3 University Learning Resources
Access to required and recommended r=
esources, plus past central exam papers, is available at the UQ Library =
website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6610).
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
=
=
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
4. Teaching & Learning Activities
=4.1 Learning Activities
= =4.2 Other Teaching and Learning Activities Info= rmation
Attendance at all seminars is=
compulsory and 80% attendance at workshops is required.
Times for seminar 1 will be confirmed during the Preparatory Wee=
k.
Seminar 1 in the week beginning 15th February will be offered in tw=
o sessions. Seminar 1a will be for students undertaking the Graduate Dip=
loma (Secondary); Seminar 1b will be for students undertaking the Dual D=
egree program.=A0Times and rooms for Seminar 1 will be given on the firs=
t day of the Preparatory Program.=A0
Times for workshops will be available on my Si-net and students=A0m=
ust use Si-net to book for suitable times. Not all time slots will be av=
ailable and adjustments might have to be made to suit numbers.
The second seminar will be run on Thursday 22nd April.
Through the successful completion of the course, students are provi=
ded the opportunity to develop practices and knowledge that reflect the =
standards developed by the QCT for graduates. These standards are based =
on the Professional Standards for Queensland Teachers (QCT, 2007). As th=
is is a course with an eight week practicum embedded within it, t=
he emphasis in the course will be on the Practice components of t=
he Standards 1 - 10. The practicum and on-campus elements of the course =
will incorporate Knowledge components of each of the standards.
The Practice and Knowledge components identified under each =
Standard have been given a numerical reference 1-13 for identification. =
The following table should be read in conjunction with the full descript=
ion of each Standard and its element as found in the QCT Program Approva=
l Guidelines on http://www.qct.edu.au/PDF/ProgramApprovalGuidelines.pd=
f
=A0
Practice and Knowledge components addressed in =
the Learning Activities in this course
|
=A0
|
=A0
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
|
Standard 1
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
√
|
√
|
√
|
=A0
|
√
|
√
|
=A0
|
=A0
|
√
|
=A0
|
=A0
|
|
Standard 2
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
√
|
=A0
|
√
|
√
|
|
Standard 3
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 4
=A0
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
=A0
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 5
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
√
|
=A0
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
|
Standard 6
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
|
Standard 7
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
=A0
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 8
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
=A0
|
√
|
√
|
=A0
|
=A0
|
=A0
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 9
|
Practice
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 10
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
5. Assessment
=5.1 Assessment Summary
This is a summary of the assessment in the course. For d=
etailed information on each assessment, see 5.5 Assessment Detail below.
=
=
=
=
=
<= /td> |
5.2 Course Grading
Grade X: No assessable= work received.
Pass:
Registration by the Queensland Co=
llege of Teachers is required for entry into professional practice as a =
teacher in Queensland. Successful completion of either of the Graduate D=
iploma or Dual Degree programs meets the academic requirements for regis=
tration.
=A0
The learning objectives for EDUC6610 have been designed around the =
Professional Standards for Graduates as set out by the College.
=A0
To achieve a pass grade in=A0EDUC6610, Introduction to Professional=
Practice, students are required to demonstrate an adequate understandin=
g of the concepts set out in each of the learning objectives and must de=
monstrate the ability to apply each of the learning objectives in the se=
tting of a supervised school practicum.
=A0
A report will be completed at the end of the supervised block pract=
icum detailing evidence of the=A0ability to apply each of the learning o=
bjectives in a school context .
Students will be required to submit a Personal Professional Develop=
ment Plan demonstrating their level of understanding of each of the lear=
ning objectives.
Attendance will be recorded at workshops and seminars.
In order to pass EDUC6610, students must pass each assessment t=
ask.
Fail:
Students who demonstrate a superficial u=
nderstanding of the concepts outlined in the course objectives and the Q=
CT Professional Standards for Graduates or who fail to demonstrate the a=
bility to apply the required knowledge and skills in a school setting wi=
ll be assigned a failing grade.
5.3 Late Submission
Assessment tasks are due at the= scheduled time.=A0 Extensions are not normally granted for late submiss= ion of assessment tasks.=A0 Late submission of assessment tasks without = course coordinator approval will result in no grade being awarded for th= e task.=A0 Once marked assessment tasks are made available to students f= or collection, late tasks will be not be accepted for marking.
Where illness or other emergent personal circumstances prevents a stu= dent from presenting an assessment task on a scheduled date, the appropr= iate staff member should be contacted as soon as possible and no later t= han within 24 hours of the due date.=A0 Normally a medical certificate o= r other statutory documentation (e.g. counsellor's letter) must accompan= y this notification.=A0 The course coordinator reserves the right to neg= otiate any special arrangements that may be necessary to accept assessme= nt tasks after the scheduled date.
5.4 Other Assessment Information
Attendance
Workshop Attendance: As noted earlier, attendance requiremen=
t of 80% of the on-campus workshops is required additional to seminar at=
tendances in order to pass this part of the assessment.
Seminar Attendance: As noted in the learning activities sect=
ion (section 4), attendance at the seminars is compulsory. If you find t=
hat you will not be in a position=A0to attend these seminars:
- contact the course coordinator as soon as you are aware of a cla= sh prior to, or at the latest within 24 hours of,=A0the se= t date of the seminar
- you may be required to successfully complete alternative assessm= ent prior to beginning the practicum
- you may be =A0precluded from attending the practicum and be awar= ded a failing grade for the course.
Supplementary: Please note that there is no supplementary av=
ailable for this course.
Personal Professional Development Plan: An electronic versio=
n of this plan will be sent to all students enrolled in the course at a =
date as advised by the course coordinator.
This course has an eight week practicum embedded within it and cons=
equently the assessment of the practicum and=A0Professional Development =
Plan=A0will cover all three clusters of the QCT Standards:
- the teacher's role in teaching and learning
- the development of relationships
- the teacher's commitment to reflective practice and professional= renew.
Successful completion of each of the assessment tasks will provide =
opportunity for students to demonstrate development of Practice and Know=
ledge components taken from the QCT Standards as identified in the follo=
wing table.=A0
=A0
Practice and Knowledge components addressed in =
the Assessment tasks in this course
=A0
|
=A0
|
=A0
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
|
Standard 1
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
=A0
|
√
|
√
|
√
|
=A0
|
√
|
√
|
=A0
|
=A0
|
√
|
=A0
|
=A0
|
|
Standard 2
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
√
|
=A0
|
√
|
√
|
|
Standard 3
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
=A0
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 4
=A0
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
=A0
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 5
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
√
|
=A0
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
|
Standard 6
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
|
Standard 7
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
=A0
|
√
|
√
|
√
|
√
|
=A0
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 8
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
=A0
|
=A0
|
=A0
|
√
|
√
|
=A0
|
=A0
|
=A0
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 9
|
Practice
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
Standard 10
|
Practice
|
√
|
√
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
|
|
=A0
|
Knowledge
|
√
|
√
|
√
|
√
|
=A0
|
=A0
|
√
|
√
|
√
|
=A0
|
=A0
|
=A0
|
=A0
|
=A0
5.5 Assessment Detail
=
Attendanc=
e Requirements
Type: Attendance
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 6, 7
Due Date:
= 15 Feb 10 - 18 Jun 10
= Weight: Pass/Fail
= = Task Description: <= /strong>
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 6, 7
= 15 Feb 10 - 18 Jun 10
= Weight: Pass/Fail
= = Task Description: <= /strong>
EDUC6610 is an introduction to =A0professional practice.
=The workshops and seminars are interactive and designed to address th= e criteria required for registration as a teacher.
=A0This attendance requirement addresses the following standards as s=
et out in the Queensland College of Teachers Standards for Graduates.
Graduating teachers will be prepared to e=
nter the consultative, collaborative and critical relationships that are=
embedded in these communities of practice.
Graduates will be comm=
itted to reflective practice and ongoing professional renewal.
Gra=
duating teachers will display a positive orientation to personal learnin=
g and teaching which foregrounds reflection on practice as an important =
part of the ongoing development of teacher identity.
A commitment =
to professional renewal for self and in communities of colleagues will f=
orm part of the graduating teacher=92s self-image as a lifelong learner"=
On the St Lucia Campus:
Workshops:
Students should attend all workshops. An 80% attendance is required f= or a passing grade.Students who are absent from a workshop must inform t= he facilitator who will ensure that the material covered in the workshop= is adequately addressed.=A0Students will=A0register for set workshop ti= mes and workshops are not repeated.
Seminars:
There are two, three hour,=A0seminars for EDUC6610.=A0Two sessions wi= ll be held for each seminar -=A0in each case the second session will be = a repeat of the first.=A0
If for any reason students cannot attend a seminar the facilitator re= sponsible for the student's workshops must be informed and arrangements = will be made with the facilitator or the course coordinator to ensure th= at the student is adequately prepared for the practicum.
Attendance requirements:
Should attendance requirements of 80% not be met, students will u= ndertake an alternate assessment prior to practicum or fail the course. =
Practicum:
Students must attend the assigned school on each day of the practicum= . Absence for any reason on any school day of a practicum must be made u= p in order that the requirements of the School of Education and the Quee= nsland College of Teachers are met. Procedures for notifying the practic= um school and the School of Education of an absence and for arranging ma= ke up days=A0are set out in the practicum handbooks which will be given = to students before the practicum. The practicum is to be conducted in a = block of 40 days.
=
Per=
sonal Professional Development Plan
Type: Plan
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 7
Due Date:
= 18 Mar 10 - 29 Jun 10
= Weight: Pass/Fail
= = Task Description: <= /strong>
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
= Submission:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 7
= 18 Mar 10 - 29 Jun 10
= Weight: Pass/Fail
= = Task Description: <= /strong>
Students are required to prepare a personal professional deve= lopment plan. The plan must address each of the QCT professional standar= ds for beginning teachers.=A0
NOTE:=A0 A template for this task will be provided=A0 in paper format= during workshop 6 and in electronic format during the first week of pra= cticum.
= Submission:
PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Sup=
ervised Block Practicum
Type: Practical
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 6, 7
Due Date:
= 26 Apr 10 - 18 Jun 10
= Weight: Pass/Fail
= = Task Description: <= /strong>Students are required to complete successfully 40 days of superv= ised block practicum in an approved school setting.
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
= Submission:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 6, 7
= 26 Apr 10 - 18 Jun 10
= Weight: Pass/Fail
= = Task Description: <= /strong>Students are required to complete successfully 40 days of superv= ised block practicum in an approved school setting.
= Submission:
PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
6. Policies & Guidelines
This section contains the details of and li=
nks to the most relevant policies and course guidelines. For further det=
ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures=
.
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University=92s= assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m= yadvisor/index.html?page=3D2910).
Academic Integrity
It is the University's task to e=
ncourage ethical scholarship and to inform students and staff about the =
institutional standards of academic behaviour expected of them in learni=
ng, teaching and research. Students have a responsibility to maintain th=
e highest standards of academic integrity in their work. Students must n=
ot cheat in examinations or other forms of assessment and must ensure th=
ey do not plagiarise.
Plagiarism
The University has adopted the following=
definition of plagiarism:
Plagiarism is the act of misrepresenting = as one's own original work the ideas, interpretations, words or creative= works of another. These include published and unpublished documents, de= signs, music, sounds, images, photographs, computer codes and ideas gain= ed through working in a group. These ideas, interpretations, words or wo= rks may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and P= lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make= s a comprehensive statement about the University's approach to plagiaris= m, including the approved use of plagiarism detection software, the cons= equences of plagiarism and the principles associated with p= reventing plagiarism.
Feedback on Assessment
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
As a student you have a responsibility to incorporate feedback = into your learning; make use of the assessment criteria that you are giv= en; be aware of the rules, policies and other documents related to asses= sment; and provide teachers with feedback on their assessment practices.=
There are certain steps you can take if you feel your result does = not reflect your performance. Please refer to the myAdvisor web site. (= http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<= /div> =6.2 Other Policies and Guidelines
University Policies and Guidelines
Placement Courses
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia=
ise with professional and registration bodies regarding the acceptabilit=
y of any adjustment to an academic program, the University Health Servic=
e can arrange appropriate advice and assistance on personal and public h=
ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.
= =
Learning Summary
Below is a table showing the relationship between the learni= ng objectives for this course and the = broader graduate attributes developed, the learning activiti= es used to develop each objective and = the assessment task used to assess each objective. =
=Learning Objectives
After successfully completing this=
course you should be able to:
1 Understand schools as workp=
laces and be familiar with the statutory and other requirements that gov=
ern the work of teachers in schools.
2 Ap= ply professional and disciplinary knowledge to engage with curriculum, p= edagogy, assessment and reporting of student outcomes.
3 Create supportive and intellectually challenging educati= onal environments that engage all learners.
4 &= nbsp;Apply a range of literacies relevant to the educational context and= the requirements of the discipline.
5 Un= derstand the relationships that characterize ethical professional practi= ce.
6 Communicate effectively with studen= ts, care givers and fellow professionals in a range of educational,socia= l and cultural environments.
7 Use skills= of critical relection to develop achievable plans for personal professi= onal growth through the stages of preservice teaching and beginning teac= hing.
2 Ap= ply professional and disciplinary knowledge to engage with curriculum, p= edagogy, assessment and reporting of student outcomes.
3 Create supportive and intellectually challenging educati= onal environments that engage all learners.
4 &= nbsp;Apply a range of literacies relevant to the educational context and= the requirements of the discipline.
5 Un= derstand the relationships that characterize ethical professional practi= ce.
6 Communicate effectively with studen= ts, care givers and fellow professionals in a range of educational,socia= l and cultural environments.
7 Use skills= of critical relection to develop achievable plans for personal professi= onal growth through the stages of preservice teaching and beginning teac= hing.
Assessment & Learning Activities
| Learning Objectives | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| Learning Activities | |||||||
| Introductio= n to the Professional Year (Seminar) | =
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&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Planning 1 = (Workshop) | =&nb= sp; |
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&nb= sp; |
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| Planning 2 = (Workshop) | =&nb= sp; |
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&nb= sp; |
| Planning 3 = (Workshop) | =
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&nb= sp; |
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&nb= sp; | &nb= sp; |
| Assessment = of student progress (Workshop) | =
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| Measuring P= rofessional Growth (Workshop) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
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&nb= sp; |
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| Behaviour m= anagement (Workshop) | =
|
&nb= sp; | &nb= sp; | &nb= sp; |
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&nb= sp; |
| Contributin= g effectively to Professional Teams (Workshop) | =
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&nb= sp; | &nb= sp; |
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&nb= sp; |
| The Block P= racticum - Professional Issues (Seminar) | =
|
&nb= sp; | &nb= sp; | &nb= sp; |
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&nb= sp; | &nb= sp; |
| Supervised = Professional Practice (Practical) | =
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| Assessment Tasks | |||||||
= = = =
Graduate Attributes
Successfu=
lly completing this course will contribute to the recognition of your at=
tainment of the following UQ (Undergrad Pass) graduate =
attributes:
| Learning Objectives | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| Graduate Attributes= | |||||||
| A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |||||||
| <= strong>A1. A comprehensive and well-founded knowledge= in the field of study. | == = | =
=
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= = | =
=
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= = | =
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| <= strong>A4. An understanding of how other disciplines = relate to the field of study. | == = | =
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= = | == = | == = | =
=
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| A5. An international pers= pective on the field of study. | == | = | = | = | = | = | = |
| B EFFECTIVE COMMUNICATION | |||||||
| <=
strong>B1. The ability to collect, analyse and |
=
= = | =
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=
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=
= = | =
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= = | =
| <= strong>B2. The ability to interact effectively with others in order to work towards a common outcome. | =
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= = | =
=
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=
| <= strong>B3. The ability to select and use the a= ppropriate level, style and means of communication. = | = = | =
=
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=
= = | =
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= = | =
| <= strong>B4. The ability to engage effectively and appr= opriately with information and communication technologies. | =
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= = | == = | == = | =
| C INDEPENDENCE AND CREATIVITY | |||||||
| <= strong>C1. The ability to work and learn independentl= y. | == = | =
=
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= = | == = | == = | == = | =
=
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=
| <= strong>C3. The ability to generate ideas and adapt in= novatively to changing environments. | == = | =
=
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=
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= = | == = | == = | == = | =
| <= strong>C4. The ability to identify problems, create s= olutions, innovate and improve current practices. | =
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= = | == = | == = | =
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| D CRITICAL JUDGEMENT | |||||||
| <= strong>D1. The ability to define and analyse problems= . | == = | =
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= = | == = | =
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| <= strong>D2. The ability to apply critical reasoning to is= sues through independent thought and informed judgement. = | = = | =
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= = | == = | == = | =
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| <= strong>D3. The ability to evaluate opinions, make dec= isions and to reflect critically on the justifications for de= cisions. | == = | =
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| E ETHICAL AND SOCIAL UNDERSTANDING | =|||||||
| <= strong>E1. An understanding of social and civi= c responsibility. | =
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= = | == = | =
| <= strong>E2. An appreciation of the philosophical a= nd social contexts of a discipline. | == = | == = | =
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= = | =
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= = | == = | =
| <= strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. = |
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| <= strong>E5. A knowledge of other cultures and t= imes and an appreciation of cultural diversity. | == = | =
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| feedback&= nbsp; |
|
Authorised by: Deputy Vice-Chancellor (Academic) Maintained by: Software Services Last Updated - 24 May , 2006 |
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