Bachelor of Education (Primary)

Please refer to the Professional Experience Handbook

Teachers as Change Makers - TEAC2062

Teachers as Change Makers explores teacher understandings and practices that influence educational outcomes of students by providing opportunities for pre-service teachers' to experience school settings in Greater Western Sydney. In particular, this subject focuses on inclusive education settings for diverse learners and seeks to promote the importance of critical reflection in teacher practitioners.

Enrolment in Teachers as Change Makers (TEAC2062) requires students to undertake 25 hours of service learning placements.  Students are to complete Special Requirements before enrolment to allow access to school to undertake service learning placements.

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Primary Professional Experience 1: Working in Classrooms – TEAC2048

This subject is designed to introduce students to the practical and pedagogical perspectives of becoming a teacher in the primary school context. As Pre-service Teachers, students will engage in the culture of schools to gain an understanding of how schools and classrooms operate. This professional experience provides opportunities for students to observe and engage in classroom organisation, classroom management strategies, lesson planning and delivery, and student/teacher interactions. Primary Professional Experience 1: Working in Classrooms has a three week (15 day) placement component.

Primary Professional Experience 2: Working with Assessment Data for Instruction – TEAC3020

This subject focuses on student data and assessment in relation to Pre-service Teachers' curriculum specialisation. As Pre-service Teachers, students will develop the capacity to interpret student assessment data to inform their teaching as well as develop knowledge of formal and informal assessment strategies. The subject has a three week (15 day) placement component, which provides opportunities to examine and interpret student data to inform planning and teaching. It also has one day on campus. Students will employ formal and informal assessment strategies to support student learning and inform teaching. Students are required to analyse their own learning in relation to the Graduate Teacher Standards as a review of the progress of their Learning Portfolio is undertaken in this unit.

Primary Professional Experience 3: Engaging with Diverse Students and Communities – TEAC3021

This subject explores the key concepts of learning and teaching in the areas of history, geography, civics and citizenship, and incorporates place studies, sustainability and environmental education. Aboriginal and Torres Strait Islander studies in birth to 5 years early childhood settings are a focus in this subject. The subject has a 20 day placement component and will explore a broad, complex and engaging field of study which reflects people as social beings who interact together and with the environment through and over time. Perspectives including those of Aboriginal and Torres Strait Islander peoples, socio-cultural influences and place-based pedagogies will be investigated. Students will be encouraged to explore their own place in Australian society and the way in which this contributes to their professional identity and teaching practice.

Primary Professional Experience 4a: Transition into the Profession 1 – TEAC4006

Students will participate in a 30-day professional experience set in the context of their future profession and under the supervision of qualified teachers. This is the final professional experience subject in the program. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and student learning outcomes. The subject is designed to develop professional identity and the importance of continued professional learning, the relationship between professional and community organisations in supporting educators, and how these influence student outcomes. It will build awareness of skills and practices that will help facilitate preservice teacher's personal wellbeing and resilience in their teaching career. The subject links theory and practice and enables students to construct new knowledge and new ways of practice as part of their transition into the teaching profession. In line with primary teaching specialisation requirements, this professional experience may focus on teaching, evaluating and assessing in the subject area of Science and Technology. Students are required to analyse their own learning in relation to the Graduate Teacher Standards through the completion of a Learning Portfolio and the TPA (Teaching Performance Assessment).