Outline

Overview

This unit plays a significant role in supporting pre-service teachers into their next role of early career teacher. Pre-service teachers will extend their understanding of theory and research that influences their pedagogy, the selection of teaching strategies to support student learning and guide the decision making processes for connecting teacing and learning. Pre-service teachers will engage in a viva voce identify priority areas for individual professional learning with a major focus on assessment. Pre-service teachers will then develop and conduct individual investigations to broaden their understanding of assessment practices that will guide action during their final professional experience. This unit of study links directly to the professional learning model utilised in EDUP4017, with both units introducing pre-service teachers to professional learning approaches that may be drawn upon throughout their teaching careers.

Unit details and rules

Unit code	EDUP4079
Academic unit	Education
Credit points	4
Prohibitions ?	None
Prerequisites ?	138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and (EDUP3009 or EDUP3010) and EDUP3034
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Nikki Brunker, nicole.brunker@sydney.edu.au
Tutor(s)	Penny Hutton, penny.hutton@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Task 3: Evidence of Learning/Evidence for Teaching refer to EDUP4079 Canvas site for details	0%	- Due date: 27 Jun 2023 at 23:29	1350 words
Outcomes assessed:
Small continuous assessment	Task 1: Assessing Teaching for Learning Viva Voce. Refer to EDUP4079 Canvas site for details	0%	Please select a valid week from the list below	10 minutes
Outcomes assessed:
Assignment	Task 2: Evidence from Students to Guide Teaching for Learningheory and practice. refer to EDUP4079 Canvas site for details	0%	Week 11 Due date: 12 May 2023 at 23:59 Closing date: 12 May 2023	1350 words (equivalent)
Outcomes assessed:
= hurdle task ?

Assessment summary

Professional Experience Discussion Forum: To satisfy Standards 7.2 & 7.3 you are required to contribute in no more than 200 words to an online discussion forum (Canvas) about your engagement with relevant administrative policies and procedures regarding engaging with parents/carers during their professional experience.

Developing a Philosophy of Teaching: Prepare and share your personal philosophy of teaching in a one-on-one viva voce with your seminar leader.

Literature review-Connecting teaching/assessment theory and practice: Prepare a review of the research literature as it relates to classroom assessment practices. Drawing on your broader understanding of educational theory, review a minimum of four (4) current peer reviewed journal articles on the assessment topic identified in your viva voce.

Report-Professional decision-making for assessing teaching and learning: Write a report that explores the professional decisions made when assessing student learning. Select four (4) pieces of evidence that are related to the ONE learning task from your professional experience to explore decisions teachers make in teaching.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
-	TUESDAY 20th JUNE - Evidence of Learning/Evidence for Teaching; and Moving from PST to ECT	Lecture (1 hr)
-	TUESDAY 20th JUNE - Evidence of Learning/Evidence for Teaching - bring evidence collected during PEx4	Seminar (2 hr)
Week 01	Lecture: Introduction - Unit overview; Teaching is complex- theories and practice.	Lecture (1 hr)
Week 02	Decision-making in teaching including: teaching, learning and assessment - bring a written reflection you have completed previously	Seminar (2 hr)
Week 03	Analysing Evidence from Teaching Practice and Students to Guide Professional Learning - bring lots of evidence from students and evidence from teaching practice from your last PEx3	Seminar (2 hr)
Week 04	Use this time to prepare for Task 1 - remember to sign up for a viva voce timeslot	Individual study (2 hr)
Week 05	Viva Voces: Attend an individual viva voce with your seminar leader at a time selected	One-to-one tuition (2 hr)
Week 06	Viva Voces: Attend an individual viva voce with your seminar leader at a time selected	One-to-one tuition (2 hr)
Week 07	Evidence from Students to Guide Further Teaching for Learning	Lecture (1 hr)
Week 08	Locating Assessment Processes within Pedagogy	Seminar (2 hr)
Week 09	Purpose of Assessment	Seminar (2 hr)
Week 10	Differentiating Assessment	Seminar (2 hr)
Week 11	Peer Feedback and Moderation - bring hard copy of finished Task 2	Seminar (2 hr)
Week 12	Putting Evidence Informed Practice into...well ...Practice	Lecture (1 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. articulate personal philosophy of teaching framed within educational theory and research
LO2. identify areas of need (especially relating to assessment in the classroom) in ongoing professional development
LO3. identify ways to self-direct professional learning
LO4. identify decision-making processes involved in teaching
LO5. draw upon educational theory and research to inform decision-making as a teacher.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes have been made to this unit after feedback from students and teaching staff regarding the structure of seminars and tasks

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUP4079: Professional Experiences 4 (Primary)

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect