Satisfactory completion of Professional Experience

This subject is the penultimate phase of the developmental curriculum for Professional Experience. During the final Professional Experience, preservice teachers (PSTs) will have an opportunity to enact their agency as leaders of learning, through their professional practice, demonstrated in the context of their classroom, school and the wider community. PSTs will complete a 25-day block practicum in a school and complete a range of activities to demonstrate their professional competence to assure their attainment of the Graduate Teacher Australian Professional Standards. Preservice teachers are required to plan, teach, assess and evaluate a minimum four-week block of full-time equivalent teaching within the allocated 25 days. Professional Experience will be undertaken in a school with children aged 5-8 years.

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109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education

109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education Offerings: All

Fourth Year Professional Experience B (Singapore)

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ED4390 - Fourth Year Professional Experience B (Singapore)

Use the Graduate Teacher APSTs to critically reflect on demonstrated skills, knowledge and attitudes during the professional experience and manage their professional learning needs and performance, autonomously and in collaboration with others

Demonstrate mastery of professional numeracy and literacy content and the application of strategies for teaching numeracy and literacy in a variety of curricular contexts

Apply an advanced and integrated understanding of teacher professional knowledge, practice and engagement in the context of their professional experience placement, including the capacity to organise classroom activities and provide clear directions

Work collaboratively, effectively, responsibly, safely and ethically in their professional experience context with a critical understanding of regulatory requirements, ethical principles, practical approaches to manage challenging behaviour and, where appropriate, cultural frameworks

Design, implement and evaluate curriculum, assessment and differentiated learning opportunities, to enhance learning outcomes for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs