Introduction

Summary %globals_context%

Availability

Note

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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Special approval is required for enrolment into TNE Program units.

TNE Program units special approval requirements.

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (see withdrawal dates explained for more information).

About Census Dates

Learning Outcomes

1. Collect, interpret and use a variety of student data and evidence for diagnostic, formative and summative purposes to establish students’ current level of performance, desired level of performance, and readiness for learning. Use the official curriculum and other relevant materials to plan connected teaching and learning sequences while identifying opportunities for explicit teaching of literacy and numeracy in the curriculum.
2. Employ a range of suitably challenging and engaging teaching and learning strategies that connect to and build on students’ prior learning while providing differentiated teaching and learning opportunities. Teach general capabilities, including literacy and numeracy, required for student success in learning while making suitable adjustments to teaching based on ongoing student data gathering and analysis.
3. Select and use a variety of assessment tools and practices, addressing fitness for purpose and principles of inclusion. Provide feedback to learners to inform student self-assessment, goal setting, and to progress learning. Make judgements of the quality of student work with reference to curriculum and achievement standards independently and through moderation practices.
4. Describe and analyse the scope and sufficiency of initial and ongoing data choices for identifying students’ learning needs and informing next-step teaching. Identify and describe differences between planned and enacted teaching, and related pedagogical reasoning. Discuss how evidence of learning is used to monitor student progress and to modify teaching and assessment strategies while identifying and justifying future teaching and assessment practices in relation to relevant theory.
5. Evaluate the effectiveness of teaching through demonstrated impact on student learning and to examine and discuss how teaching decisions were effective or not effective in progressing student learning and why.

Fees

Requisites

Prerequisites

350 credit points including (EPR303 or ESH303 or EAL302)

Co-requisites

ESH308 or EPR300 or ESH313 or ESP300

Teaching

Textbooks

The University reserves the right to amend or remove courses and unit availabilities, as appropriate.