professional experience final year handbook middle and ... · pdf file• report forms:...

Includes:

• Information for Mentors • Information for Pre-service teachers • Report Forms: Interim and Final • Lesson and Unit Plan examples • Courses and Templates

Name: _______________________________________ Student ID: ___________________________________ DUE DATE FOR SUBMITTING REPORTS: 23rd JUNE 2014

Professional Experience Final Year Handbook

Middle and Secondary Schooling Final Year– 2014

Professional Experience Office P: 8201 7671 | Room 4.76, Education Building https://flinders.edu.au/ehl/education/professional-experience

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https://flinders.edu.au/ehl/education/professional-experience

Contents

Key Contacts 4

Introduction 5

Ruth Probert Medal Nomination Information 6

Pre-service Teacher Requirements 7

Placement Outcomes 9

Information for Mentor Teachers 10

Information for Pre-service Teachers 17

Emergency Contact Form (Voluntary) 20

Fitness for Placement 21

Guidelines to Withdraw from Placement 22

Professional Teaching Standards for Registration in South Australia 23

Report Templates 24

Lesson Plans and Self-Reflection Documents 28

Courses and Templates 32

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Professional Experience Office Placement Officer – Middle and Secondary Schooling

Clare Salt Office: Education Building, Room 4.58 Phone: 8201 2114 Email: [email protected] Please contact Clare regarding the suitability or timing of the school placement, absenteeism or sickness. If Clare is not available urgent matters can be addressed to the Professional Experience Administrator, Jill Crump.

Academic Coordinator – Middle and Secondary Schooling & Special Education

Anna Noble Office: Education Building, Room 5.46 Phone: 8201 3360 Email: [email protected] Anna is available for consultation over any issues that may arise regarding the behaviour or performance of the pre-service teachers during Professional Experience. She can be contacted via email with questions or concerns and is available by appointment for school supervisors, mentor teachers, university liaisons and pre-service teachers. Anna can also address queries regarding the purpose and intended outcomes of this school placement.

Professional Experience Administrator

Jill Crump Office: Education Building, Room 4.55 Phone: 8201 3330 Email: [email protected]

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mailto:[email protected]



Introduction Professional Experience is an essential component of the Bachelor of Education combined degree program and Master of Teaching degree program. Teaching is a professional discipline and pre-service teachers need the opportunity to develop the skills and knowledge necessary to become effective practitioners. Each degree includes a program of Professional Experience (PE) in combined primary/secondary schools or secondary schools depending on the area of specialisation. This Professional Experience provides essential opportunities to connect theory with practice and develop the knowledge, dispositions, understandings and competencies of a beginning teacher under the guidance of experienced professionals. Over the four years of the combined degree, undergraduate students are required to complete a minimum of 80 days of Professional Experience. Master of Teaching students will complete 60 days of Professional Experience over a period of two years. In this Professional Experience pre-service teachers are required to attend 10 lead up days in term 1, and then complete a 6 week block of teaching beginning Term 2 day 1. Pre-service teachers undertaking a country placement usually complete a block of teaching starting Term 2 day 1 for 8 weeks. This handbook sets out the aims of this Professional Experience. It provides clear guidelines of our expectations of pre-service teachers and clarifies the teaching and learning expectations, assessment requirements and behavioural standards necessary for a successful placement. Throughout the book the term pre-service teacher is used to refer to Flinders University Middle School/Secondary students. Please have pre-service teachers identify which degree program they are undertaking (Middle school or Secondary school) and have them explain where they are up to on their 4 year or 2 year template located near the back of this handbook. At the completion of the PE program, all pre-service teachers are expected to achieve the Standards for Entry to the Register for the Teachers registration Board of South Australia. Thank you for agreeing to supervise or host one of our pre-service teachers. We hope the experience is a mutually beneficial one. As a school or mentor your role in the development of pre-service teachers is critical. If you are new to hosting Flinders students, the following information is designed to help guide your thoughts and expectations.

Anna Noble and Clare Salt

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THE RUTH PROBERT MEMORIAL MEDAL FOR EXCELLENCE IN BEGINNING TEACHING

It is with pleasure that we draw your attention to the Probert Medal, the prize awarded by Flinders University for excellence in beginning teaching. Named in memory of Ruth Probert (wife of Sherriff Probert, a retired Flinders University academic), the award is presented on an annual basis to a Bachelor of Education graduating student who demonstrates exemplary performance in the final year teaching practicum. The Criteria The criteria used in awarding the medal mirror the requirements of the major teaching experience, and include: • the demonstration of appropriate professional qualities, including the development of co-

operative and effective personal and professional relationships; • knowledge of relevant curriculum areas; • competence in the processes of short and long term planning, based on knowledge of student

development and learning, and on principles of inclusivity and social justice; • the identification and implementation of a range of teaching strategies while sustaining a

learning programme for an extended period; • competence in the assessment, recording and reporting of student learning; • the ability to maintain a positive climate for learning, and to apply fair and effective

management strategies; • the ability to reflect upon and analyse teaching effectiveness, in order to further develop

professional competence. Nomination procedure Pre-service teachers who have demonstrated exemplary beginning teaching skills in their final professional experience placement may be nominated for the award by any two of the following:

• a cooperating teacher • the principal or coordinator • the university liaison

The call for nominations will be sent to schools as the final Professional Experience is nearing its conclusion. If a Flinders pre-service teacher is an outstanding beginning teacher who has demonstrated exemplary performance in the practicum, school personnel and university liaisons are invited to consult with professional colleagues and, if agreement is reached, submit a nomination. Please submit the nomination form via email to [email protected] or fax to the Professional Experience Office on 8201 2568 by Friday 20th June 2014 The nomination form can be downloaded from … http://www.flinders.edu.au/ehl/education/professional-experience/ruth-probert-medal/ruth-probert-medal.cfm

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http://www.flinders.edu.au/ehl/education/professional-experience/ruth-probert-medal/ruth-probert-medal.cfm

Pre-service Teacher Requirements for Professional Experience

1. CURRENT NATIONAL CRIMINAL HISTORY CHECK (NCHC) The onus is on pre-service teachers to obtain a NCHC, which lasts for 3 years. Procedures for obtaining the NCHC through the Department for Communities and Social Inclusion (NOT the police station) are explained on the following website: http://www.flinders.edu.au/staff/teaching-learning-resources/police.cfm

2. CURRENT RESPONDING TO ABUSE & NEGLECT TRAINING CERTIFICATE (RAN) Flinders University School of Education pre-service teachers are required to undertake RAN training before beginning any PE. **It is the responsibility of pre-service teachers to keep and maintain the original copies of their NCHC and RAN certificates.**

3. NAME BADGE

Pre-service teachers are required to wear their Flinders University Name Badge while on Professional Experience.

4. FULL ATTENDANCE AT PROFESSIONAL EXPERIENCE PLACEMENT Pre-service teachers are required to attend all allocated days in order to successfully complete PE Final Year. Missed days must be made up and a medical certificate provided for the days absent unless approval from the PE Office has been obtained for the absence. If absence is likely to be for an extended period (e.g. unexpectedly broken leg), the pre-service teacher must contact the PE Office as soon as possible to find out ‘what to do from here’ and as a courtesy keep the school informed.

5. HAVE MET TRB PROFESSIONAL TEACHING STANDARDS FOR ENTRY TO THE REGISTER

PE assessment is aligned with the standards described by the Teachers’ Registration Board (TRB), Professional Teaching Standards for Entry to the Register. TRB website: http://www.trb.sa.edu.au/ In addition, it is in your best interest to know, understand and gather Illustrations of Practice to meet the new AITSL Graduate Professional Standards for Teachers.

6. BASIC EMERGENCY LIFE SUPPORT

The DECD Basic Emergency Life Support (BELS) program has been introduced to replace the former First Aid for Centres and Schools (FACS) program. Pre-service teachers are only required to complete the BELS program prior to gaining employment with DECD and is not a requirement of PE.

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http://www.flinders.edu.au/staff/teaching-learning-resources/police.cfm

http://www.trb.sa.edu.au/

Program

Bachelor of Education (Middle and Secondary Schooling) Double Degree and Master of Teaching (Secondary) pre-service teachers will complete a total of 40 days Professional Experience in their final year.

School Term 1: 10 days negotiated between school and pre-service teacher, including where

possible, the two planning days in January. School Term 2: 6 week block in a metropolitan school beginning Term 2 Day 1 Pre-service teachers may also undertake an 8 week country block beginning Day 1 Term 2 or an ERRPE or EUPE.

Attendance

Pre-service teachers will attend their school on a full-time basis during the six weeks (8 week country) of PE, during the hours normally expected of permanent staff – including staff meetings. Pre-service teachers who systematically or regularly arrive late and/or leave early will be considered as seriously at risk of fail. • If you are sick, ring the school either the day before or by 8:00 a.m. on the day you are to be

absent and obtain a medical certificate. Keep the school informed as to when you will resume and show the school your medical certificate upon return.

• Any missed days must be made up at the end of this PE.

Assessment Assessment of Professional Experience Final Year is a collaborative exercise, involving the mentor teacher, school coordinator, university liaison, and pre-service teacher.

• Interim Review - completed at the end of the second week of the six-week block and a copy provided to the university liaison.

• The PE FINAL YEAR OnLine Portal Report - completed as instructed on the Professional Experience Website within two weeks of the completion of the professional experience.

PE FINAL YEAR MSS OnLine Portal Report 2014

http://www.flinders.edu.au/ehl/education/professional-experience/middle-schoolsecondary/report-templates.cfm

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Placement Outcomes

At the completion of this PE pre-service teachers should have: • gathered Illustrations of practice to demonstrate relevant facets of the Professional Standards

for Teachers (Graduate Level or beyond); • exhibited a thoroughly professional attitude to teaching; • developed co-operative and effective personal and professional relationships with students,

staff and the wider school community; • demonstrated competency in planning and organising major units of teaching in an appropriate

range of curriculum learning areas; • experimented with and reflected upon a range of classroom and behaviour management skills

and strategies; • differentiated the curriculum, assessment and instructional strategies as required to meet the

diverse needs of learners in their classrooms; • provided the stated adjustments, modifications and accommodations for students on specified

learning plans (e.g. NEP/IEP/ILP); • implemented and sustained specific learning programs for extended periods; • demonstrated teaching competency and flexibility when working in diverse learning

environments; • programmed and planned developmentally and/or sequentially appropriate lessons; • exhibited effective assessment and recording methods to monitor student learning; • evaluated students’ learning and reported findings to students, mentors, university liaisons and

(if appropriate) parents using a variety of modes: written, verbal, rubric, checklist etc.; • critically analysed and evaluated their teaching effectiveness over the course of PE; • responded with intent and integrity to mentor and university liaison feedback; • shown increasing independence with the selection of evidence-based teaching and instructional

strategies in response to the needs of learners in their care. • increased knowledge and understanding related to how students learn and the influence of

teachers’ practice on this process; • contributed original ideas or collaborated on projects valued by the school community; • met the requirements of the Teachers Registration Board Professional Standards for Entry to

the Register.

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Information for Mentor Teachers Middle school/secondary (MSS) pre-service teachers are expected to be teaching at a 70% teaching load by Day 3 Week 1. This should extend to 80% by Day 1 Week 2 unless the mentor teacher feels the pre-service teacher is not ready. If this is the case, MSS pre-service teachers will be allowed to commence at a 70 % load for the first 2 weeks with a 90% load for weeks 3-6 inclusive. 10 Lead up days Expectations around the 10 lead up days are flexible and should be guided by your needs and the needs of the pre-service teacher. That said, these days typically include the pre-service teacher:

• attending and participating in the school planning days in January; • **designing a timetable with you so he/she is aware of all teaching duties and other

responsibilities over the 6 week block**; • spending time developing relationships with the students in your class; noting special needs,

abilities, and program adjustments for various student; • developing and shaping units of work and designing lesson outlines for your consideration

and feedback; • making sense and inquiring about your behaviour/classroom management systems; • watching you teach to note how you organise student learning, assessment and to determine

what teaching styles and strategies you use; • team teaching with you so you can observe the pre-service teacher in action and provide

early feedback; • working with small groups & individuals in your classroom; • developing a workable system of communication between with you (email exchange, phone

number exchange, feedback sessions once the teaching block starts, written /verbal feedback on teaching performance, illustrations of practice, how the pre-service teacher would like to be mentored etc.).

During the 10 lead up days:

• make clear your expectations concerning the preparation of unit and lesson plans; discuss the curriculum areas the pre-service teacher will be teaching and show him or her your preferred way of planning. Be open to the pre-service teacher who may want to experiment with a few ideas or strategies she has learnt about.

• introduce the pre-service teacher to members of your faculty plus relevant others and show him where he will work over the 6 week block placement. Make sure he knows where to locate relevant school documents and let him know you are available to answer any initial questions.

• discuss and review the pre-service teacher’s proposed unit/s of work. Alert her to any special circumstances or issues of concern with planning.

• ensure the pre-service teacher observes you and your class at work. To help the pre- service teacher develop as a professional, establish an open, honest, positive relationship which will allow him to critically analyse and discuss your teaching.

• encourage the pre-service teacher to discuss how you plan, prepare and manage student issues (learning, well-being and behaviour). Invite her to ask questions about your practices, classroom management strategies and educational philosophy.

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6 Week Block Teaching At the start of the 6 week block pre-service teachers are likely to be at an mid-level of competency related to classroom management, lesson preparation, delivery and timing. Therefore advice from you on these issues will be necessary to ensure continuous growth in these areas. In addition, the ability to sequence tasks and close lessons effectively is likely to be an area where you will need to give some specific feedback and support. By the end of the 6 week block though the pre-service teacher should be confident and competent with the above. Contact the university liaison early if you feel these objectives may not be met. During the 6 week block:

• give guidance and advice on aspects of the pre-service teacher’s performance as a beginning professional. Ask your pre-service teacher to identify specific areas of feedback for you to focus upon;

• provide support and feedback after some lessons. Draw attention to aspects completed successfully and those that need improvement. Where students are doing well, challenge them with more complex teaching tasks or strategies;

• give specific verbal and written feedback on unit planning, delivery of lessons, use of assessment and classroom management procedures as often as necessary. Set clear guidelines on how a successful lesson looks and feels. Pre-service teachers should become increasingly competent and independent in this area. . Contact the university liaison early if you feel these objectives may not be met;

• complete the Interim Review (end of week 2) and Final Report (end of week 6). The purpose of the Interim Review is to ensure pre-service teachers receive written and verbal feedback on their progress. Along with identifying pre-service teachers who are performing commendably, the interim review also draws attention to pre-service teachers who may be facing difficulties.

Pre Service Teacher ‘at risk’ If you feel you have a pre-service teacher under your care who is not meeting the expectations outlined above then contact the university liaison who will arrange to have a special meeting with all parties (usually the liaison, mentor and pre-service teacher) to discuss areas that need to be addressed and strategies for improvement. Pre-service teachers who you or the university liaison feel are at high risk of failing will be provided with a formal ‘at risk’ form. This will be issued by the university liaison after consultation with you. The ‘at risk’ form details where they are meeting standards, where they need to improve and provides them with strategies and behaviours to help them move towards a successful Professional Experience. In addition to being issued with this form, pre-service teachers will be required to provide a written response indicating they understand why they have been provided with this notification and will document the ways they will improve to address all areas of concern.

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Checklist for Mentor Teachers

• Organise the 6 week block timetable with your pre-service teacher in Term 1 if possible. • Have the pre-service teacher tell you where she is up to in this degree (see templates pg. 33). • Discuss the interim report and final report with the pre-service teacher and ensure you are both

working towards the same outcomes. • Discuss the classroom, curriculum, teaching, assessment and learning expectations with your pre-

service teacher in Term 1. Highlight your expectations for each. • Check with your pre-service teacher about the specific requirements for this PE and negotiate ways

in which you can meet these needs before starting the block placement. • Discuss the pre-service teacher's performance after most lessons; on occasions provide written

feedback and always discuss areas for improvement, growth or experimentation. • Encourage the pre-service teacher to nominate areas of specific feedback from you (e.g. how well

he/she…settles the class, manages group behaviour, manages transitions, sequences lessons, uses questions, uses tone, closes lessons, provides feedback to students, works with students with diverse needs, use formative assessment methods etc.).

• Negotiate any missed days so they occur immediately after the 6 week block. • Complete the Interim report (end of week 2) and Final Report (within 2 weeks of pre-service

teachers’ final teaching day) in consultation with your pre-service teacher, university liaison & school coordinator.

• Advise the school coordinator and university liaison early if the pre-service teacher is experiencing difficulties; do not wait until the end of placement if you have serious concerns.

When providing teaching performance feedback, the following information is helpful for our pre-service teachers: Did the pre-service teacher:

• gain the students’ attention at the beginning of the lesson promptly? • connect to prior knowledge and communicate the learning outcomes clearly? • effectively communicate directions for how to start and complete set tasks? • plan tasks that could be achieved by all students? • ensure all students participated actively in the lesson? • notice and address the needs of students who were disengaged, experiencing difficulties with

the content or who completed the work early? • check for student understanding of the task? • monitor the learning of all students and provide constructive feedback during the lesson? • have a backup plan if work was completed early or the task did not go as expected? • create a lesson that was developmentally or sequentially appropriate? • meet the intended learning outcome of the lesson and was the timing ok? • clearly explain the content of the lesson to the students • use appropriate resources to engage all learners?

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Mentor Teacher Reporting Responsibilities Assessment of Professional Experience Final Year is a collaborative exercise, involving you, the school coordinator, the university liaison and the pre-service teacher.

• INTERIM REVIEW An Interim Review will be completed at the end of week 2 of the 6-week block (or end of week 4 if country) and is to be given to the University Liaison. This can be scanned and emailed to the liaison or given to him/her at the next visit if well-timed. A copy of the Interim Review should be retained by the pre-service teacher and the university liaison. In the event that the mentor teacher or school coordinator feels the pre-service teacher is ‘at risk’ or ‘seriously at risk’ of failing this professional experience, please indicate this on the interim review and contact the university liaison as a matter of urgency. This person will advise Anna Noble (8201 3360) and after consultation with her make a determination whether she should become involved or whether the liaison feels confident with supervising this task.

• FINAL REPORT The PE Final Year Online Portal Report, providing information about the school context and an evaluation of the pre-service teacher’s overall performance should be completed within two weeks of the completion of the practicum. PE FINAL YEAR MSS OnLine Portal Report 2014 http://www.flinders.edu.au/ehl/education/professional-experience/middle-schoolsecondary/report-templates.cfm

Final grading of the topic is either NGP (Non Graded Pass) or F (Fail). An overriding expectation is that, on completion of PE Final Year, the mentor teacher(s) and university liaison are confident that the pre-service teacher is ready to be employed as a teacher, meeting the Professional Standards for Registration in South Australia. If you do not feel this is the case, please indicate this on the Final Report. The criteria for assessment for PE Final Year is based on the Teachers Registration Board Professional Standards and includes the nine teaching standards as articulated under the three Core Principles of Professional Relationships, Professional Knowledge and PE. This will be amended to the Australian National Standards for Teachers when required.

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The Role of the University Liaison Each school will be allocated a university liaison. Some schools may have more than one. The role of this University Liaison is important. He/She will:

• clarify university expectations for you as necessary; • facilitate communication amongst those involved in the Professional Experience; • work with the pre-service teacher to identify and discuss professional issues which may arise

during the course of the Professional Experience; • observe the pre-service teacher teaching (twice) and discuss lesson and unit planning and

delivery; • be available to discuss individual progress of pre-service teachers with school staff as necessary; • support pre-service teachers in reflecting upon and analysing what it means to be a teacher,

challenging them to explain their views, and working with them in identifying professional strengths and areas for improvement;

• help with the assessment and reporting process by sharing perceptions of the preservice teacher’s performance with the mentor;

• deal with or report back to the university if issues of a serious nature arise; • be involved in the Interim Review process; • provide and complete an ‘at risk’ form and offer strategies as necessary; • undertake additional visits by negotiation (pre-service teachers identified as ‘at risk of fail’ only); • discuss the process of the OnLine Report (PERS) with you.

Mandatory Schedule of Visits (metro) Visit 1: The University Liaison

• meets with mentor teacher(s) to discuss the pre-service teacher’s progress to date, the Interim Review process, and in consultation with mentor and pre-service teacher organises 2 times to watch the pre-service teacher teach over the 6 week block.

• meets with pre-service teacher(s), discusses university expectations, listens to pre-service teacher’s self-reflection on progress to date, and discusses the Interim Review process. In addition he/she sights the Log sheet to confirm the 10 lead up days have been completed. The order of this will visit depend upon individual circumstances.

Visit 2: The University Liaison

• observes the pre-service teacher(s) teaching a lesson, provides feedback, sets out teaching and learning goals to work on before final visit, collects the Interim Review, meets with mentor teacher(s) to review the pre-service teacher’s progress and shares findings with mentor on the lesson seen. The order of this will visit depend upon individual circumstances.

Visit 3: The University Liaison

• Observes the pre-service teacher(s) teaching a lesson and provides relevant feedback on the overall teaching performance and areas of growth seen. In addition, discusses the final report with mentor and pre-service teacher and assists with accessing and using PERS if necessary.

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Placement Overview

Secondary Schooling Strand Pre-service teachers undertaking the secondary schooling strand focus on teaching students who are in Years 8 -12. In this PE pre-service teachers need to work in years 11 & 12 but also, where possible, in the lower years in their subject specialisations. To help you visualise how this may look, a mock timetable has been prepared below. Naturally, your school’s timetable will look different but it is hoped this will serve as a guide for how much teaching time (80%) we expect from our pre-service teachers. Bear in mind that pre-service teachers may move at different rates into the 80% teaching role; those who are not ready to begin an 80% load from term 2 week 2 (for whatever reason) will need to achieve a 90% load by week 4. MSS Pre-service teachers should be teaching at least 3 lessons a day from Day 3 Week 1. Example only: Secondary Strand - This ‘student’ is in the Bachelor of Education/Bachelor of Science program and has a major/minor in Physics and Maths. In PEY3 this student received a satisfactory report against her major teaching area Physics and therefore needs to undertake a placement that supports her minor teaching area Math this year*. However, to provide her with a more enriched experience it is preferable to have her teach in both major and minor where possible. Secondary Strand

Monday Tuesday Wednesday Thursday Friday

1 Physics Year 11 Maths Yr. 8 Numeracy support program in the school

Science Year 9 Physics Year 12 (This might be team teaching)

2 Physics Year 11 Maths Yr. 8 NIT NIT Physics Year 12 (This might be team teaching)

Recess Recess Recess Recess Recess Recess 3 NIT Science Year 9 Maths Yr. 8 Physics Year 11 Specialist Maths

(This might be team teaching**)

4 NIT Numeracy support program in the school

NIT Physics Year 11 NIT

Lunch Lunch Lunch Lunch Lunch Lunch 5 Science Year 9 NIT Physics Year 11 Maths Apps Maths Yr. 8

6 Science Year 9 NIT Physics Year 12 (This might be team teaching)

Maths Year 8 Specialist Maths (This might be team teaching **)

Please negotiate the workload and feel free to adjust as necessary to meet the needs of your school.

* Preservice teachers may have completed their minor in PEY3 and therefore need their major in PE Final Year. **While it is important that our pre-service teachers undertake the responsibility of managing a Year 12 curriculum area, mentors may negotiate teaching options if preferred.

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Placement Overview Middle School Strand Pre-service teachers undertaking the Middle School strand focus on teaching students who are in Year 6 -9. This band of schooling encompasses the transition from primary to secondary schooling and requires teachers who have a specific understanding of the educational and personal needs of young adolescents. As part of this program pre-service teachers focus on preparing to teach in 3 different learning areas. Example only: Middle School Strand - This pre-service teacher is studying Physical Education, Science and History. In PEY3 this student received a satisfactory report against one of his teaching areas History and therefore needs to undertake a placement that supports either one or both of his other teaching areas (Science and PE)*. However it is preferable to have him teach in all 3 areas to enrich his teaching experience, with History being taught to a lesser degree if desired. Middle School Strand

Monday Tuesday Wednesday Thursday Friday

1 Science Year 8 PE Year 6 NIT NIT PE Year 8

2 Science Year 8 PE Year 6 Science Year 8 NIT PE Year 8

Recess Recess Recess Recess Recess Recess 3 History Year. 9 Science Year 6

NIT History Year. 9 Science Year 9

4 History Yr. 9 NIT PE Year 7

Learning centre Science Year 6

Lunch Lunch Lunch Lunch Lunch Lunch 5 PE Year 8 PE Year 7 PE Year 7 Science Year 9 Science Year 6

6 NIT NIT Science Year. 6 Science Year 9 NIT

Please negotiate the workload and feel free to adjust as necessary to meet the needs of your school. * Preservice teachers may have reports against 2 areas from PEY3 and therefore need only one subject area in PE Final year. Under these circumstances however, it is hoped that the preservice teacher will be able to teach in at least 2 of his curriculum areas as a minimum.

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Information for Pre-service Teachers Preparation for Placement

• Complete the 10 days in term 1 before the 6 week block commences (unless country, ERRPE or

EUPE). Aim to be at the school for the January planning days if possible (Jan 23rd and 24th, 2014). We know for some pre-service teachers this will not be possible.

• Collaborate with your mentor on developing your timetable (I can’t stress this enough!!!) Make sure the negotiated timetable covers the full 6 weeks not just week one – this way you will know exactly what you will be expected to teach and when! Provide this timetable to your university liaison as soon as you know who this person is.

• Spend time with your mentor teacher(s) and with the students you will be teaching. Learn something about the students in your class: their names, interests, abilities, preferred ways of learning, etc. (Do any students have an individual learning plan you need to be aware of?)

• Spend some time with the school coordinator/ principal. Ask about school policies, parents and the community, curriculum documents, extra-curricular involvement, and other relevant issues and collect school policy documents so you can familiarise yourself with the school expectations and information about things such as bell times, behaviour management policies, OH&S guidelines, dress codes for staff, etc.

• Ask for a map of the school. • Collect as much information as you can on the students you will be teaching, the staff with whom

you’ll be working, and the broader school community. • Seek permission from your mentor teacher(s) to access and copy unit and lesson plans, and

ensure you have access to any text books or special resources the students use. • Plan ahead as much as possible. Find out what year level you will teach and which part of the

curriculum you will be addressing. As you will need to thoroughly prepare unit and lesson plans over the 6 week block consult as much as possible with your mentor teacher(s) so you are organised on Day 1 Week 1 of Term 2.

• Negotiate with your mentor teacher(s) suitable unit and lesson plan formats. Thoroughly considered lesson plans, in writing, are expected for each lesson taught.

• Discuss your teaching load with your mentor teacher before (metro) or at the beginning of (country) the first week of block teaching. If you have any doubts or concerns about your workload, get this sorted with your mentor before placement starts. University liaisons can assist here as well.

• Negotiate a place in the classroom, or teachers’ workroom, where you can do your planning and marking. As a temporary member of staff, you will really benefit from this “professional space”.

• Google the school read their newsletters, mission statements, strategic plans, special interests, student population (demographics) etc. before the 6 week placement. These websites are a remarkable source of useful information.

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Information for Pre-service Teachers (contd) Pre-service teachers should aim for class contact equivalent to 70% of a teacher’s full teaching load by week 1, day 3 and 80% by Week 2, day 1. Therefore, you need to know exactly what subject you will be teaching, where your classes are, what time the lesson starts, who the students are, what content you will be teaching and how you will be teaching it. Your mentor teacher will help you with this. The 6 week block - Professional Issues During the course of this 6 week Professional Experience, you will:

• teach well prepared lessons and units of work; • use the Australian curriculum (or SACSA, SACE, IB) to inform the content and preparation of

your unit and lessons; • implement a variety of teaching strategies and evaluate how well these suited the learning

task and the needs of the students (you will not get this right every time- so experiment a bit to see what works);

• question, experiment and take risks with your teaching; try something new to evaluate its effectiveness on student learning, behaviour and engagement;

• display professional behaviour at all times; • be thoroughly prepared for every lesson that you teach; that means you will have your lesson

plans to your mentor at least 2 days before they are to be delivered so you can receive and apply feedback;

• develop co-operative and effective personal and professional relationships with students, school staff and parents;

• plan and organise major units of teaching that are connected to the curriculum, sequential in nature and attentive to how students learn best;

• implement extended, evidence-based learning programs (2- 6 weeks); • experiment with ways of creating positive and engaging learning environments for students; • assess, record and provide thoughtful evaluations on student learning to the mentor and to

the students; • provide accurate, constructive and timely feedback to students on their work and behaviour

when appropriate; • evaluate and reflect upon the effectiveness of your teaching based on student reactions,

feedback and the work they submit; • evaluate and reflect upon the effectiveness of your teaching based on mentor/liaison

feedback; • develop professional competence by contributing something ‘new’ and ‘meaningful’ to the

host school; • consider your own values, attitudes and beliefs about teaching and the perceived influence of

these on student learning and professional relationships; • approach everything you encounter as a learning opportunity.

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The 6 week block - Practical Requirements During the course of this 6 week Professional Experience:

• Make sure you have responded to any contact from your University Liaison and provide him or her with a copy of your teaching timetable as soon as you are able; no later than Wednesday of the first week of term 2. Include room number, year level, subject and mentor teacher/s name on this timetable.

• Familiarise yourself with the Professional Experience (PE) Website: https://www.flinders.edu.au/ehl/education/professional-experience/

• Give your mentor teacher/s a hard copy of the Interim Review and direct your Mentor/s to the online reporting portal (PERS). Discuss this information on the first day or two of placement and consider how you will demonstrate evidence of good practice under each of these reportable areas.

• Book a time early in week 2 to go through the Interim Review with your mentor/s so there are no ‘surprises’ (Week 4 if you are country). If your teacher has some early concerns now is the time to enquire as to how you might improve your practices.

• If you are ill or running late (e.g. car breaks down), follow the schools procedures for staff phoning in absences and provide lesson plans for the “relief teacher”; get a medical certificate (if applicable).

• Ensure that you provide your mentor teacher/s with a lesson plan at the start of each lesson you teach. Select from the exemplars in this handbook or negotiate an alternative version with your mentor. Remember, they should have seen a draft version of this at least 2 days beforehand.

• University liaisons will ask to see your unit and lesson plans too – have these available upon arrival.

• If a public holiday falls during your Professional Experience or you are absent for other reasons you must make up this time immediately following your 6 week block. It is a requirement of this topic that your PE is a continuous block of teaching.

• Be on time, be fully involved, be courteous at all times, look confident even if you don’t feel that way, get help early if you need it, be well prepared and expect to be very tired.

Make a full-time commitment to your Professional Experience. It is not permissible to negotiate a late arrival, a day off or an early departure. You are expected to be there every day, ready to teach and ready to learn. Have fun. Discuss with your university liaison or Anna Noble if you experience a crisis of confidence as a result of this PE.

19

https://www.flinders.edu.au/ehl/education/professional-experience/

Emergency Contact Form (Voluntary)

This information is confidential and this form will be collected by the pre-service teacher at the conclusion of the placement.

Pre-service teachers are invited to complete this form. Place the information in a sealed envelope and hand it to the school coordinator. The envelope should be marked “Confidential” and have your name on the outside. In a case of an emergency, the school will follow the advice provided by you.

Pre-service teacher's name: ____________________________________

Contact Person(s) Name: _____________________________________

Contact Phone Number(s): _____________________________________

Relationship to pre-service teacher: ______________________________

In case of emergency, I ____________________________________ (pre-service teacher) give the school permission to seek medical assistance or call an ambulance as deemed necessary.

Signature: __________________________________________________

Medicare Number: ___________________________________________

Ambulance Subscription: _____________________________________

Please list any Allergies: _____________________________________ Important Medical Information: __________________________________ (E.g. Asthmatic, Diabetic etc.) ______________________________________ Are you presently on Medication? Please list with dosage: _____________________________________

_____________________________________

Blood Group: _________________________________________________

20

Fitness for Placement Placement providers may establish, in consultation with the University, requirements for pre-service teachers to demonstrate fitness to undertake placements. These requirements may include health or other checks or a self-declaration as to their fitness to undertake the placement. Any such checks or declarations must be accepted by the University as reasonable and then must be:

• applicable to all university pre-service teachers involved in such placements; • related to the requirements of the duties or functions to be carried out in the placement; and • consistent with University policy and Commonwealth and State Government legislation relating to

equal opportunity and discrimination. A pre-service teacher who cannot demonstrate fitness to undertake the placement or who refuses to undertake a required check or make a self-declaration may be refused placement. Where there is a pre-existing medical or other condition such that the ability to practice may be impaired, the pre-service teacher will discuss the issues with the topic coordinator so that where possible reasonable accommodations that will meet the learning outcomes of the topic can be considered. The pre-service teacher may wish to discuss the issues with the Disability Liaison Officer in the first instance. Flinders University’s Policies and Procedures - Administrative Procedures for Student Work-Integrated Learning Placements If you are unsure about your fitness for placement please read the following document. Student Fitness for Placement http://www.flinders.edu.au/ppmanual/teaching-course-management/admin-proceed-for-student-wil-placements.cfm Guidelines for Failing Professional Experience If at the end of the Professional Experience your performance is deemed to be Not Satisfactory, a grade of Fail (F) will be given by the University for the Topic. If these circumstances should arise, your attention is drawn to the following procedure. At Exams Board (end of each semester), students who fail a Professional Experience:

• are identified and written to advising them of the process to apply to repeat the topic; • the student applies in writing to the Chair of Exams Board; • if approved, the Chair states the conditions (if any) for the topic to be repeated; • the Board writes to the student granting the permission to re-enrol in the topic (that is, the student

will repeat the topic in full the following year) pointing out the conditions/suggestions; • the placement officer and topic coordinator are copied into this decision and the student’s

transcript is notated.

21

http://www.flinders.edu.au/ppmanual/teaching-course-management/admin-proceed-for-student-wil-placements.cfm

Guidelines to Withdraw from Placement A Topic Coordinator may withdraw a student from a placement either for a specific period of time and subject to specific conditions or for the remainder of the duration of the placement, where:

1. The pre-service teacher is consistently unable, after due instruction and guidance, to perform satisfactorily without an inappropriate or an unattainable degree of supervision from the mentor teacher with respect to:

1.1 Skills involving a student or staff comfort or safety; 1.2 The performance of technical procedures already taught, demonstrated and practised in a prior clinical or practical situation;

2. The pre-service teacher performs in a manner detrimental to the Professional Experience of other students;

3. The pre-service teacher breaches the legal, ethical or professional codes of the organisation providing the placement or of the industry concerned;

4. The pre-service teacher demonstrates gross negligence in the performance of an assigned duty; 5. The placement provider is unable to maintain an appropriate placement experience for the pre-

service teacher. Where a Topic Coordinator withdraws a pre-service teacher for the remainder of the placement for reasons listed in 1 to 4 above, a fail result normally will be recorded in the topic. Where a pre-service teacher’s placement is terminated because of lack of appropriate support by the placement provider, an Interim Grade will be recorded and the pre-service teacher will be assisted to find an alternative placement to enable him/her to complete the placement topic. In addition to the above: Pre-service teachers who wish to withdraw for personal reasons need to: 1. contact the school coordinator and mentor teacher to discuss their circumstances; 2. then contact the university liaison to discuss their circumstances (you might do this first); 3. seek advice on the implications of this decision: contact your University Liaison or Anna Noble; 4. confirm withdrawal from placement with the university liaison and mentor teacher; 5. return any borrowed materials such as keys, text books etc. to the school; 6. provide an email to Anna Noble and Jill Crump stating for the reasons for withdrawal; 7. formally withdraw from placement through the Flinders University Student Enrolment system; doing this before census date will ensure an I grade rather than a Fail grade. It is your responsibility to know the Census date for each semester. This is the date where you can withdraw from placement without incurring an automatic Fail Grade on your transcript. It is incumbent upon you to know this date ahead of placement.

22

Professional Teaching Standards for Registration in South Australia Professional & Collegial Learning

• Teachers actively engage in personal and collegial learning within the professional community Learner Respect

• Teachers foster trusting and respectful relationships with all learners Parent/caregiver &Community Partnerships

• Teachers work effectively with parents/caregivers and the wider community Learning Processes

• Teachers know about learning processes and how to teach and implement Learning Content

• Teachers know the content they teach Learner Context

• Teachers know about learner contexts and diversity Planning & Teaching

• Teachers plan and implement teaching strategies for successful learning experiences Feedback & Reporting

• Teachers assess and report learning outcomes Learning Environment

• Teachers create a safe, challenging and supportive learning environment Indicators of the standards can be read at http://www.trb.sa.edu.au/registration.php At the completion of the PE program, all pre-service teachers are expected to achieve the Standards for Entry to the Register for the Teachers registration Board of South Australia. As we move towards the Australian Professional Standards for Teachers pre-service teachers are advised to reflect upon the following:

Taken from http://www.aitsl.edu.au/verve/_resources/Accreditation_of_initial_teacher_education_file.pdf

23

http://www.trb.sa.edu.au/registration.php

http://www.aitsl.edu.au/verve/_resources/Accreditation_of_initial_teacher_education_file.pdf

REPORTS

24

Name of Pre-Service Teacher:

Student Id:

Name of School:

School Coordinator:

RECORD OF SCHOOL VISITS

Visit Date of Attendance Hours Attended Signature of School Staff Member

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

The 10 days must be completed before commencement of the 6 week block.

It is the responsibility of the pre-service teacher to ensure that this record is completed after each school visit.

At the completion of the 10 days, forward the record of school visits to the Mentor Teacher /School Coordinator. Be prepared to show your university liaison at their first visit also on the 6 week block. Please keep copies.

Mentor Teacher/School Coordinator Signature

Date:

Pre-Service Teacher Signature:

Date:

PROFESSIONAL EXPERIENCE FINAL YEAR Year 4 Undergraduate & Year 2 Master of Teaching

25

INTERIM REVIEW Pre-Service Teacher

Student ID:

Mentor Teacher

University Liaison

School

Date

Mentor teachers please complete this Interim Review outlining areas requiring development and discuss it with the Pre-service Teacher. The Interim Review should be completed by the end of Week 2 Term 2 for students undertaking a 6 week block and by the end of week 4 Term 2 for students undertaking an 8 week country block. Please provide a copy of this Interim Review to the university liaison Please tick the appropriate statement below:

. . At this stage, I am highly satisfied with the progress of this Pre-service Teacher. . . At this stage, I am satisfied with the progress of this Pre-service Teacher. . . At this stage, I have some concerns about the progress of this Pre-service Teacher. . . I consider this Pre-service Teacher may be at risk of not meeting the requirements of this Professional Experience.

Please provide some written feedback regarding areas of strength and areas needing development: Strengths:

Areas to develop:

Mentor Teacher:………………………………………………………. Date:………………………… I ___________________________ (name of pre-service teacher) have read this interim review. Pre-service Teacher:………………………………………………….. Date:………………………… Office only

Date received: Noted by:

Follow-up: Yes No Followed up by:

PROFESSIONAL EXPERIENCE FINAL YEAR Year 4 Undergraduate & Year 2 Master of Teaching

26

Professional Experience Final Year

The new Professional Experience Reporting System (PERS) is available to schools, pre-service teachers and university liaisons. Schools are emailed the link to the on-line reporting system and provided with initial passwords. It will look similar to the template below. Instructions for Use can be located at: http://www.flinders.edu.au/ehl/education/professional-experience/middle-schoolsecondary/report-templates.cfm The Professional Experience administration team will create one report for each subject area. NB: Only after the school has completed and submitted the report on line can the pre-service teacher and university liaison access the report. Therefore completing this task within 1- 2 weeks is appreciated. The report must be completed on-line 40 day placement 10 days (Term 1) plus Six Week Block (Term 2) DATES: 28 April-6 June, 2014

School Context School Coordinator - Context statement about your school

School sector: DECD, Independent, CEO. School size, class size and composition of campus (R-12, Area, Primary, Secondary) Physical and/or unique characteristics. Students with specific educational needs. Socio-economic factors.

Mentor Teacher - Summary Statements

Professional Relationships Comments

Professional & Collegial Learning Teachers actively engage in personal and collegial learning within the professional community

Learner Respect Teachers foster trusting and respectful relationships with all learners

Parent/caregiver & Community Partnership Teachers work effectively with parents/caregivers and the wider community

Professional Knowledge Comments

Learning Processes Teachers know about learning processes and how to teach and implement

Learning Content Teachers know the content they teach

Learning Context Teachers know about learner contexts and diversity

Professional Practice Comments

Planning and Teaching Teachers plan and implement teaching strategies for successful learning experiences

Feedback and Reporting Teachers assess and report learning outcomes

Learning Environment Teachers create a safe, challenging and supportive environment

Pre-service teacher: Comments

University Liaison: Summary statement

School Coordinator: Final Comments (optional)

HAS demonstrated competency in the professional teaching standards for registration in SA

HAS NOT demonstrated competency in the professional teaching standards for registration in SA

27

http://ehlt.flinders.edu.au/pers/



Lesson Plans and Self-Reflection Examples

28

PROFESSIONAL EXPERIENCE FINAL YEAR

LESSON PLAN Learning Area: Year level/Class: Date:

Unit Topic : Lesson number for this unit : Achievement standard /Performance Standard As a result of participating in this lesson students are working towards :

Lesson Objectives: As a result of actively engaging in this lesson students will

• Understand… • Know… • Be able to…

Connections with CCP and GC:

LESSON OUTLINE Introduction Routine matters… Statement of learning outcome... Connection to previous learning Task Description...

Teaching strategies to be used: Time Allocated: ____ mins Resources:

Main Learning Task/s Task outline and instructions

Teaching strategies used: Time Allocated: ____ mins Resources Needed:

Lesson Closure Key ideas to be summarised: Homework : Formative /Summative assessment task:

Teaching strategies used: Time Allocated: ____ mins Resources Needed: Contingencies and Consideration for students with special needs or abilities

29

Self-reflection evaluation sheet Lesson Taught: ______________ Date: ______________ 1. Lesson Outcomes Met / Not Met

What evidence do I have of this?

2. Effectiveness of teaching strategies used

Strategy name Was this Effective? 1. Yes / No 2. Yes / No 3. Yes / No 4. Yes / No General Comments: What will I try or repeat next time?

3. Effectiveness of classroom management strategies on student behaviour and emotional wellbeing

Strategy name Was this Effective? 1 Yes / No 2. Yes / No 3. Yes / No General Comments What will I try or repeat next time?

4. Effectiveness of task design and content on student learning

Curriculum content learnt Yes / No By whom? All/ Most/ Some / None What worked well? / What will I try next time?

5. Accommodations or adjustments for students with special needs and abilities

How effectively did I meet the learning needs for students with special needs and abilities in this class? Very / somewhat / not at all/ I don’t know What do I need to find out to better meet the needs of these learners next time? 1. 2. 3. 4.

6. Assessments

Assessments used 1. 2. Were these effective in determining what students learned today? Yes / No Did they identify any misconceptions related to the content? Yes/No Did they enable me to measure individual progress? Yes / No Did they enable me to measure my effectiveness as a teacher? Yes/ No What assessments will I need for next time?

30

Combined Unit & Lesson Plan Topic: Curriculum Learning Area: Year Level: Unit description: Curriculum Content to be explored: Achievement standards/Performance Standards: __________________________________________________________________________________________ Lesson development: Lesson 1: Lesson 2: Lesson 3: Lesson 4: Learning Objectives*. As a result of engaging with the lesson (or unit of work) students will Understand that:__________________ As a result of engaging with the lesson students will Know: 1 2 3

As a result of engaging with the lesson students will be able to: 1 2 3

Guiding Questions: Question/s I will ask students to help them explore or uncover the big idea for this lesson: 1. Preassessment of Students’ existing knowledge about this unit of work Pre assessment Task to check for present level of understanding about this unit of work:

• As a result of this preassessment

• All students know…………………… • Most students know………….. • Some students know……………. • None of the students know…………………………………………..

Lesson Plan Lesson Title Lesson Sequence Teacher notes Introduction 1. 2. Body of Lesson (1-3 short tasks) 1. 2.

Lesson Closure/ Check for Understanding Lesson summary task What method will you use to check for student understanding so far? Materials required for this lesson: Adjustments required for any students with diverse need: Instructional strategies selected to teach this lesson: How did I go and what evidence do I have to support these findings? This lesson went……… Adjustments for next lesson As a result of self-reflection and mentor feedback I am sticking with………………… but altering…………………………

31

Courses and Templates If you would like to see what topics students have studied up to this point in their program, please view the following and have the pre-service teacher explain their particular circumstances to you.

• Bachelor of Education (Middle and Secondary Schooling) / Bachelor of Health Sciences • Bachelor of Education (Middle and Secondary Schooling) / Bachelor of Health Sciences - (Physical

Education major) • Bachelor of Education (Middle and Secondary Schooling) / Bachelor of Health Sciences - (Health

Education major - Secondary Stream Students only) • Bachelor of Education (Middle and Secondary Schooling) / Bachelor of Science • Bachelor of Education (Middle and Secondary Schooling)/Bachelor of Arts • Bachelor of Education (Secondary Schooling)/Bachelor of Languages • Master of Teaching (Secondary)

32

BACHELOR OF EDUCATION(Middle School/Secondary Schooling)/BACHELOR OF SCIENCE 2014

Fam

ily N

ame

:___

____

____

____

____

____

____

____

Giv

en n

ame:

___

____

____

____

____

____

____

___

Stu

dent

ID _

____

____

____

____

__

Firs

t Ye

ar

Senior Years Teaching Area 1

Middle Years Teaching Area Or Senior Years Teaching Area 2

Science Elective

EDUC1120 Teachers and Educational Contexts

Sem

este

r 2



Science Elective

EDUC1223 Middle Schooling Philosophy and Pedagogy

EDUC1227 Professional Experience: Year 1

Seco

nd Y

ear

Sem

este

r 1




EDUC2320 Learners and Their Development- Middle and Secondary Schooling

EDUC2326 Professional Experience: Year 2A

Sem

este

r 2




EDUC2420 Teaching Indigenous Australian Students

EDUC2426 Professional Experience: Year 2B

Decision on Middle School or Secondary strand must be made at this point

Third

Yea

r Se

mes

ter 1

Senior Years Teaching Area 2 (Sec) Or 3rd Teaching Area (MS)

Senior Years Teaching Area 2 (Sec) Or 3rd Teaching Area (MS)

EDUC3525 Curriculum Specialisation: Middle Years 1 and 2 (Science Major 1)

EDUC3526 Literacies Across the Curriculum in the Middle and Secondary Years

EDUC3530 Professional Experience: Year 3A (Middle and Secondary Schooling)

Sem

este

r 2

EDUC3626 Contemporary Issues in Middle Schooling (NS2) or EDUC3627 Contemporary Issues in Secondary Schooling (NS2)

EDUC3628 Numeracy and ICT across the Middle and Secondary Curriculum (NS2)

EDUC3620 Relationships for Learning (NS2)

EDUC3642 Professional Experience: Year 3B (Middle and Secondary Schooling)

Four

th Y

ear

Sem

este

r 1

Secondary Strand EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Science Major 1) AND EDUC4730 Curriculum Specialisation Senior Years 2 (NS1) (Science Major 2)

Middle Years Strand EDUC4728 Curriculum Specialisation: Middle Years 3 (NS1) (3rd teaching area) AND EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Science Major 1)

EDUC4720 Differentiation for Diverse Learners (Middle and Secondary Schooling) (NS1)

EDUC4742 Professional Experience: Final Assessment for Registration (Middle and Secondary Schooling)

Sem

este

r 2

Science Elective (Sec) Or 3rd Teaching Area (MS)

Science Elective (Sec) Or 3rd Teaching Area (MS)

Education Elective

EDUC4820 The Professional Educator

Students must read course rules at: http://www.flinders.edu.au/courses/rules/undergrad/bedmssbsc.cfm

33

BACHELOR OF EDUCATION(Middle School/Secondary Schooling)/BACHELOR OF ARTS (Language Major)2014

Fam

ily N

ame:

___

____

____

____

____

____

____

___

G

iven

nam

e: _

____

____

____

____

____

____

Stu

dent

ID_

____

____

____

Firs

t Ye

ar

Arts Major Languages topic

Arts Minor topic

Arts Elective topic


Sem

este

r 2


Arts Minor topic

Arts Elective topic EDUC1223

Middle Schooling Philosophy and Pedagogy

EDUC1227 Professional Experience: Year 1 (Middle and Secondary Schooling)

Seco

nd Y

ear

Sem

este

r 1


Arts Minor topic

Arts Major (Languages Culture topic)



Sem

este

r 2


Arts Minor topic

Arts Major (Languages Culture topic)




Third

Yea

r Se

mes

ter 1


Arts Elective topic

EDUC3525 Curriculum Specialisation: Middle Years 1 and 2 (Major)



Sem

este

r 2





Four

th Y

ear S

emes

ter 1

Secondary Strand EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Major) AND EDUC4730 Curriculum Specialisation Senior Years 2 (NS1) (Double Major)

Middle years strand EDUC4728 Curriculum Specialisation: Middle Years 3 (NS1) (2nd minor) AND EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Major)



Sem

este

r 2

Arts Elective topic

EDUC3626 Contemporary Issues in Middle Schooling (NS2) OR EDUC3627 Contemporary Issues in Secondary Schooling (NS2)

Education Elective


34

BACHELOR OF EDUCATION(Middle School/Secondary Schooling)/BACHELOR OF HEALTH SCIENCES (Health Education Stream) (Secondary) 2014

Nam

e___

____

____

____

____

____

____

____

____

____

Giv

en N

ame:

___

____

____

____

____

___

Stu

dent

ID__

____

____

____

____

____

__

Firs

t Yea

HLPE1540 Foundation Studies in Health Education

Topic towards a second teaching area

HLTH1101 Health Promotion for Health Professional


Sem

este

r 2

HLPE1541 Social Determinants of Health

Topic towards second teaching area

HLTH1306 Health Practitioner Practice 2



Seco

nd Y

ear

Sem

este

r 1

HLPE2540 Theories and Practices of Health Promotion


HLTH2101 Epidemiology for the Social Determinants of Health



Sem

este

r 2

HLPE2541 Sexualities and Sexual Health


HLPE2542 School Health Promotion – Nutrition and Physical Activity (4.5 units) or HLTH2106 Project Management for Health Promotion



Third

Yea

r Se

mes

ter 1

HLPE3540 Drugs, Politics and Public Health

HLPE3541 Mental Health and Wellbeing

EDUC3525 Curriculum Specialisation: Middle Years 1 and 2 (Major-Health)



Sem

este

r 2

EDUC3627 Contemporary Issues in Secondary Schooling (NS2)




Four

th

Year

Se

mes

ter 1

EDUC4728 Curriculum Specialisation: Middle Years 3 (NS1) (Minor)

EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Major- Health)



Sem

este

r 2

HLPE3542 Media Advocacy and Policy Change

HLTH3105 Quantitative Methods for Social Health Research

Education Elective


35

BACHELOR OF EDUCATION(Middle School/Secondary Schooling)/BACHELOR OF HEALTH SCIENCES (Physical Education Stream) 2014

Fam

ily N

ame:

___

____

____

____

____

____

____

____

___G

iven

nam

e: _

____

____

____

____

____

____

____

_ S

tude

nt ID

____

____

____

____

____

__

Firs

t Ye

ar

Sem

es

HLPE1530 Foundation Studies in Physical Education


HLTH1101 Health Promotion for Health Professionals


Sem

este

r 2

HLPE1531 Sociocultural Constructions of Movement in Physical Education


HLTH1306 Health Practitioner Practice 2



Seco

nd Y

ear

Sem

este

r 1

HLPE2530 Physical Activity and Health


HLTH2101 Epidemiology for the Social Determinants of Health



Sem

este

r 2

HLPE2531 Sport and Physical Education


HLPE2532 Exercise Physiology for Physical Educators


EDUC2426 Professional Experience: Year 2B


Third

Yea

r Se

mes

ter 1

HLPE3530 History and Culture of Sport and Physical Activity

HLPE3531 Skill acquisition and Biomechanics for Physical Educators

EDUC3525 Curriculum Specialisation: Middle Years 1 and 2 (Major-PE)



Sem

este

r 2

EDUC3626 Contemporary Issues in Middle Schooling (NS2) Or EDUC3627 Contemporary Issues in Secondary Schooling (NS2)




Four

th Y

ear

Sem

este

r 1

EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Major)

EDUC4728 Curriculum Specialisation: Middle Years 3 (NS1) (Health Ed)



Sem

este

r 2

Choice from the following options: HLPE3532 Intro to Outdoor Ed HLPE3533 Applied Exercise Science HLPE3534 Intro to Sport Coaching, Management and Administration HLPE2542 School Health Promotion – Nutrition and Physical Activity HLPE2541 Sexualities and Sexual Health

HLTH3105 Quantitative Methods for Social Health Research

Education Elective


36

BACHELOR OF EDUCATION(Middle School/Secondary Schooling)/BACHELOR OF ARTS 2014

Firs

t Ye

ar

Arts Major topic

Arts Minor topic

Arts Elective topic


Sem

este

r 2

Arts Major topic

Arts Minor topic

Arts Elective topic



Seco

nd Y

ear

Sem

este

r 1

Arts Major topic

Arts Minor topic

Arts Major topic



Sem

est

er 2

Arts Major topic

Arts Minor topic

Arts Major topic


EDUC2426 Professional Experience: Year 2B (MSS)


Third

Yea

r Se

mes

ter 1

Arts Major topic

Arts Elective topic

EDUC3525 Curriculum Specialisation: Middle Years 1 and 2


EDUC3530 Professional Experience: Year 3A (MSS)

Sem

este

r 2

EDUC3626 Contemporary Issues in Middle Schooling (NS2) OR EDUC3627 Contemporary Issues in Secondary Schooling (NS2)



EDUC3642 Professional Experience: Year 3B (MSS)

Four

th Y

ear S

emes

ter 1

Secondary Strand EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Major) AND EDUC4730 Curriculum Specialisation Senior Years 2 (NS1) (Double Major)

Middle years strand EDUC4728 Curriculum Specialisation: Middle Years 3 (NS1) (2nd minor) AND EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Major)


EDUC4742 Professional Experience: Final Assessment for Registration (MSS)

Sem

este

r 2

Arts Major topic

Arts Elective topic

Education Elective


37

MASTER OF TEACHING (Secondary) 2014

Fi

rst Y

ear

Sem

este

r 1

EDUC3525 Curriculum Specialisation: Middle Years 1 and 2

EDUC3526 Literacies Across the Curriculum in the Middle and Secondary year

EDUC9120 Teachers Work in a Changing World

EDUC9122 Learning, Development and Teaching – Secondary

EDUC9132 Professional Experience: An Introduction (Secondary Schooling)

Sem

este

r 2

EDUC3627 Contemporary Issues in Secondary Schooling

EDUC9225 Middle Schooling: Theory and Practice

EDUC9220 Relationships for Learning and Teaching

EDUC9233 Professional Experience 1 (Secondary)

Seco

nd Y

ear

Sem

este

r 1

EDUC4729 Curriculum Specialisation Senior Years 1 (NS1) (Major)

EDUC4727 Curriculum Specialisation: Middle Years 2 (NS1) (Minor) OR EDUC4730 Curriculum Specialisation Senior Years 2 (NS1) (Double Major)

EDUC4720 Differentiation for Diverse Learners (NS1)


Sem

este

r 2

EDUCXXXX Education Elective

EDUC 9400 Critical Indigenous Pedagogies

EDUC 9401 The Reflective Professional in Action

EDUC 9404 Numeracy and ICT

38