Bachelor of Education (Secondary Arts)

The unit EDUC106 is an innovative approach to the observation placement undertaken by teacher education students by introducing them to foundational theories, principals and skills for effective student and teacher learning. It meets the requirements of 10 days of professional experience by allowing students to observe structured lessons taught by classroom teachers. No school is organised for this placement. More information regarding this unit and its assessment and professional experience requirements can be found on the Course and Units Catalogue.

EDUC106 Teaching Development 1: Online PrEx 10 days

This Placement and Planning for Effective Learning

This placement is integrated into the unit EDLT302. The unit content is about planning for effective learning, while the placement incorporates what is taught as part of the whole of teaching as described in the Australian Professional Standards for Teachers.

Specific Requirements

This is a 20 day block placement in a secondary school setting where the pre-service teacher will be assessed against the Australian Professional Standards for Teachers. The teacher education student will be responsible for a minimum of 10 hours* of teaching per week in their curriculum area(s) of study.

*Depending upon timetables of the school, the teacher education students may have to adjust this to accommodate.

EDLT302 Specific Requirements (PDF, 502.29 KB)

EDLT302 Weekly Review Sheet (PDF, 219.44 KB)

Teaching Load

• Week 1: Classroom immersion focussing on building professional rapport with students, small group and team-teaching, assisted planning and teaching of up to two (2) lessons per day by days four and five.

• Week 2: Increasingly independent, formal planning and teaching of two (2) lessons each day building to whole sessions (e.g., morning, middle, afternoon).

• Week 3: Mostly independent planning and teaching of approximately 10 hours per week with a focus on providing students with clear and well-directed instructions and effective progression and
  continuity when lessons are sequential.

• Week 4: Independent planning and teaching for an approximately 10 hour teaching load, taking
  full responsibility for classroom organisation, students’ learning and engagement.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Placements that can be accepted

• Mainstream secondary school classrooms in the teacher education student's curriculum area(s) of study.

Placements that cannot be accepted

• Placement in a primary school classroom
• Placement solely in an area not being studied by the teacher education student
• Work in a tutoring agency
• Work as an au pair
• Employment as a governess (or equivalent position)
• Employment as teacher's aide (or equivalent position such as a Learning Support Officer).
• Distance Education settings
• Special Education settings

This Placement and Classroom Behaviour Management

This placement is integrated into the unit EDSP324. While the unit content is about classroom behaviour management, the placement does not have to be completed in a Special Education setting or behaviour class. Classroom and behaviour management is part of the whole of teaching and is covered in the Australian Professional Standards for Teachers.

Specific Requirements

This is a 20 day block placement in a secondary school setting where the teacher education student will be assessed against the Australian Professional Standards for Teachers. The teacher education student will be responsible for a minimum of 12 hours* of teaching per week in their curriculum area(s) of study.

*Depending upon timetables of the school, the teacher education student may have to adjust this to accommodate.

EDSP324 Specific Requirements (PDF, 454.13 KB)

EDSP324 Weekly Review Sheet (PDF, 195.48 KB)

Teaching Load

• Week 1: Classroom immersion focussing on building professional rapport with students, small group and team-teaching, assisted planning and teaching of up to two (2) lessons per day by days four and five.

• Week 2: Increasingly independent, formal planning and teaching of two (2) lessons each day building to whole sessions (e.g., morning, middle, afternoon).

• Week 3: Mostly independent planning and teaching of approximately 12 hours per week.

• Week 4: Independent planning and teaching for an approximately 12 hour teaching load, taking
  full responsibility for classroom organisation, students’ learning and engagement.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Placements that can be accepted

• Mainstream secondary school classrooms in the teacher education student's curriculum area(s) of study.

Placements that cannot be accepted

• Placement in a primary school classroom
• Placement solely in an area not being studied by the teacher education student
• Work in a tutoring agency
• Work as an au pair
• Employment as a governess (or equivalent position)
• Employment as teacher's aide (or equivalent position such as a Learning Support Officer).
• Distance Education settings
• Special Education settings

This is an Elective unit for Students studying a Bachelor of Education (Secondary Arts). For this placement in a mainstream secondary school classroom, the teacher education student will be required to engage fully in the school experience as well as plan and teach in their chosen subject area/s, relevant to the Australian Curriculum, Assessment and Reporting Authority (ACARA), to the extent of the study they have completed thus far in their degree. By Weeks Three and Four of the placement, the minimum teaching load will build to 12 hours per week.

Specific Requirements

This is a 20 day block placement in a secondary school setting where the teacher education student will be assessed against the Australian Professional Standards for Teachers and complete an assessment task lined to the unit. The teacher education student will be responsible for a minimum of 12 hours* of teaching per week in their curriculum area(s) of study.

*Depending upon timetables of the school, the teacher education student may have to adjust this to accommodate.

PREX304-6 Specific Requirements (PDF, 933.23 KB)

Teaching Load

• Week 1: Classroom immersion focussing on building professional rapport with students, small group and team teaching, assisted planning and teaching of up to 2 lessons per day by Days Four and Five.

• Week 2: Increasingly independent, formal planning and teaching of no less than 2 lessons each day (or equivalent).

• Week 3: Mostly independent planning and teaching of up to 12 hours per week.

• Week 4: Independent planning and teaching of no less than 12 hours per week, taking full responsibility for classroom organisation, students’ learning and engagement.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Placements that can be accepted

Mainstream secondary school classrooms in the teacher education student's curriculum area(s) of study.

Placements that cannot be accepted

• Placement in a primary school classroom
• Release from Face-to-Face (RFF) Placements
• Placement solely in an area not being studied by the teacher education student
• Work in a tutoring agency
• Work as an au pair
• Employment as a governess (or equivalent position)
• Employment as teacher's aide (or equivalent position such as a Learning Support Officer)
• Distance Education settings
• Special Education settings

This 20-day placement applies specifically to Teacher Education Students completing a special education teaching area otherwise known as a "specialised teaching role".

This placement is embedded in the unit EDSP388. The placement component is in a Special Education setting where students (pre-service teachers) will be assessed against the standards in the Australian Professional Standards for Teachers.

Specific Requirements

This is a 20 day block placement in a Special Education setting where the pre-service teacher will be working with a student or students with identified special needs.

EDSP388 Specific Requirements (PDF, 325.04 KB)

Teaching Load

• Week 1: Classroom immersion focussing on building professional rapport with students, small-group and team-teaching, assisted planning and teaching of up to two lessons per day by Days Four and Five. Identifying the student for intervention and establishing how the process will unfold through the use of baseline data gathered throughout the week.

• Week 2: Increasingly independent, formal planning and teaching of two lessons each day building to whole sessions (e.g., morning, middle, afternoon). Begin implementation of intervention, confer with class teacher about impact in first few sessions.

• Week 3: Mostly independent planning and teaching of up to 12 hours per week (including intervention work). Continue intervention, monitoring through assessment activities in the sessions.

• Week 4: Independent planning and teaching for a 12 hour teaching load, taking full responsibility for classroom organisation, students’ learning and engagement. Complete intervention, reporting to teacher on progress.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Placements that can be accepted

• A Special Education school
• A Special Education unit
• A Special Education development unit
• An inclusive school environment which includes students with identified special needs

Placements that cannot be accepted

• Settings without students with identified special needs
• Tutoring agencies
• Schools or agencies not using appropriate NSW or Australian curriculum
• Work outside of a school setting
• Employment as a governess (or equivalent position)
• Employment as teacher's aide (or equivalent position such as a Learning Support Officer).
• Release from Face-to-Face (RFF) Placements
• Library placements

Professional Experience and Educating Students in Inclusive Environments

This placement is integrated into the unit EDUC458 and is not a required to be completed in a special or inclusive education setting. Cultural perspectives and understanding, differentiation of curriculum, disability support strategies and Aboriginal and Torres Strait Islander education strategies are included in the Australian Professional Standards for Teachers.

Specific Requirements

This placement must be completed in a 30 day block in a secondary school setting where the teacher education student will be assessed against all of the Australian Professional Standards for Teachers. The teacher education student will be responsible for a minimum of 14 hours* of teaching per week in their curriculum area(s) of study.

Teacher education students will be required to complete the Graduate Teacher Performance Assessment task.

*Depending upon timetables of the school, the teacher education students may have to adjust this to accommodate.

EDUC458 Specific  Requirements (PDF, 373.06 KB)

Teaching Load

• Week 1: Classroom immersion on Days One and Two, small-group and team-teaching on Day Four, independent planning and teaching of up to two lessons per day by Days Five.

• Week 2: Collaborative planning and teaching of two (2) lessons each day focussing on identifying the varied needs of learners, implementation of differentiated learning outcomes for individuals within the class.

• Week 3: Mostly independent teaching of no less than 12 hours per week where responsibility for planning/programming incorporates a range of assessment tasks to evaluate student/class outcomes.

• Week 4 - 6: Independent planning and teaching of no less than 14 hours per week, taking full responsibility for the classes, guiding them to achieve planned goals and learning outcomes. This may be for day-to-day planning or for integrated units of work. Demonstrating the ability to act accountably as a classroom teacher who interacts professionally and pro-actively with colleagues, parents, students and the wider school community at all times. Completing the Graduate Teaching Performance (GTP) Assessment task.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Graduate Level Placements

This is the final placement where the teacher education students is assessed against all of the Australian Professional Standards for Teachers at the Graduate Level as per the requirements of NESA.

Placements that can be accepted

• Mainstream secondary school classrooms in the teacher education student's curriculum area(s) of study

Placements that cannot be accepted

• Placement in a primary school classroom
• Placement solely in an area not being studied by the teacher education student
• Any placement type that varies from a mainstream classroom setting
  • Release from Face-to-Face (RFF) Placements