Unit Content
Outcomes
- Observe and apply a variety of teaching, student engagement and classroom management approaches and strategies in school-based contexts and critique their effectiveness.
- Identify how different teaching and learning strategies acknowledge and respond to the diversity of student’s needs, strengths, culture, ability, and uniqueness (including Aboriginal and Torres Strait Islander, EALD and students with a disability).
- Plan a sequence of lessons that demonstrate a foundational understanding of learning and assessment theory and how to integrate a faith perspective.
- Use a variety of teaching strategies and resources to effectively engage students in the learning experience (including Aboriginal and Torres Strait Islander, EALD and students with a disability).
- Demonstrate a foundational understanding of effective communication and classroom management strategies that support student engagement, wellbeing, and safety,
- Demonstrate a foundational understanding of the role of assessment and how to provide feedback to students and parents.
- Reflect on teaching programs and identify areas that can be adjusted to improve the student learning experience
- Reflect on personal teaching practice in relation to the Australian Professional Teaching Standards and together with peers and mentors identify areas for improvement
- Exhibit professional ethical and legislative requirements and responsibilities in personal, classroom, school and broader professional contexts.
Subject Content
- Being a reflective practitioner: apply the Graduate Teacher Standard Descriptors (GTSD) to identify any professional learning needs; critically analysing core beliefs, assumptions, and expectations; reflective tools; participation in communities of practice, and preparation for the Observation Journal teaching and learning focus;
- Classroom and Behaviour Management: comparison of a variety of theories with biblical approaches; teacher-student relationships; verbal and non-verbal communication strategies; anger management, anti-bullying strategies, knowledge of current legislation, peer mediation; classroom organisation, desk layout and physical environment;
- Adapting general teaching skills for different ages and contexts: planning, implementing, assessing, and reflecting on learning experiences from the point of view of the learner, and student’s developing teaching style and philosophy;
- Administration: use of curriculum, assessment and reporting knowledge to design learning sequences and lessons plans; planning, programming, documentation, templates, and record keeping; reporting; confidentiality and external professional communications;
- Be able to demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible, and ethical use of ICT in learning and teaching.
- Engage with the Australian Professional Teaching standards, reflect on how these are applied in context and consider their own teaching in relation to these with a particular focus on identifying areas and opportunities for improvement.
This course may be offered in the following formats
This subject involves mandatory professional experience which includes one placement induction session plus 20 professional experience days in schools Minor 1.
Please check the timetable to see when this subject will next be offered at Alphacrucis University College.
Assessment Methods
- Observation Journal (Satisfactory requirement)
- Professional Experience Report (Satisfactory requirement)
Prescribed Text
No prescribed texts applicable.
