TEAC 3021 Primary Professional Experience 3: Engaging with Diverse Students and Communities
Credit Points 10
Legacy Code 102656
Coordinator Jacqueline Humphries Opens in new window
Description 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 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.
Discipline Teacher Education: Primary
Student Contribution Band HECS Band 1 10cp
Check your HECS Band contribution amount via the Fees page.
Level Undergraduate Level 3 subject
Pre-requisite(s) TEAC 3020
Students must be enrolled in and have successfully completed 240 credit points in the Bachelor of Education (Primary).
On successful completion of this subject, students should be able to:
- Apply knowledge of research on how students�f skills, interests and prior achievements affect learning and use this information to inform teaching strategies;
- Implement lesson plans detailing objectives and outcomes, specifying content and pedagogy assessment, in consultation with the supervising teacher;
- Evaluate students' specific strengths, needs and learning styles;
- Design teaching and learning programs and/or lesson plans with differentiated tasks to meet the learning needs of individual students and that promote student engagement;
- Use a variety of resources to support the learning style and needs of diverse students;
- Execute an enthusiastic and positive attitude towards students as individuals and learners;
- Design a respectful and collegial classroom environment where all students are valued and supported.
- Connecting research with practice to inform planning and Teaching
- student diversity and how It affects Teaching and learning
- identifying students?f strengths, needs and learning styles
- planning lessons and programming
- Differentiated learning tasks
- resources to support students?f needs
- The Professional Teacher ? Planning, teaching; effective communication, professional interactions and ethical and professional conduct
Prior to enrolling in this subject:
1. Students are required to complete a Working with Children Check leading to the issuance of a clearance number under the category of volunteer.
Students will need to:
i. Access the Commission for Children and Young People website and complete an online application form to generate an application number.
ii. Present an application number and identification to a NSW Motor Registry or Government Access Centre prior to issuance by mail a Working with Children Check number.
iii. Submit the letter with a valid Working With Children Check number to Student Central where the document is trimmed and recorded in Banner as a Special Requirement.
2. Students must have completed Child Protection Awareness Training (Online) prior to undertaking any visits/placements.
3. Students must have completed the ASCIA anaphylaxis e-training and registered their certificates with Student Central.
4. From 2H/Spring 2022, students must be COVID-19 fully vaccinated as per the NSW Public Health Order and NSW Department of Education requirement. If a student is unable to be get an approved vaccination for medical reasons, they will need to approach their doctor who must complete a contraindication form available at: covid-19-vaccine-contraindication.pdf (nsw.gov.au). Students to submit details of all vaccination doses or contraindication form via Western Now form for it to be recorded on their academic record.
- Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C., (2016). Learning for teaching, teaching for learning. (3nd ed.). Southbank, Vic: Cengage.