301192 (v.2) Ed 496 - Internship

Area:

Department of Education

Credits:

100.0

Contact Hours:

30.0

Practical:

1 x 10 Weeks Yearly

Prerequisite(s):

    301183 (v.2) Ed 127(E) - Professional Practice II (ECE) or any previous version
    OR
    301363 (v.2) Ed 127(P) - Professional Practice II (Prim) or any previous version
    OR
    301378 (v.2) Ed 127(S) - Professional Practice II (Sec) or any previous version
AND
    301188 (v.2) Ed 246(E) - Professional Practice III (ECE) or any previous version
    OR
    301379 (v.2) Ed 246(P) - Professional Practice (Primary) or any previous version
    OR
    301380 (v.2) Ed 246(S) - Professional Practice III (Secondary) or any previous version
AND
    301217 (v.2) Ed 346(E) - Professional Practice IV (ECE) or any previous version
    OR
    301389 (v.2) Ed 346(P) - Professional Practice IV (Primary) or any previous version
AND
301218 (v.2) Ed 343 - Teaching and Learning Processes IV or any previous version

Syllabus:

Integration of theoretical concepts with practical implementation of classroom management, teaching and learning processes, and curricula planning. Selection, preparation, implementation and evaluation of an appropriate learning sequence from a selected learning area. Evaluation of the effectiveness of the beginning teacher role - attitude, diligence and relationships with personnel in the school community.

Unit Outcomes:

On successful completion of this unit students will have- Demonstrated teaching competence and self-reflection over an extended period in a school, gradually accepting the full responsibilities of a beginning teacher. Exhibited a growth of confidence andmaturity based on development through gradual progression from supervised to unsupervised teaching. Developed programs as beginning teachers, demonstrated the ability to determine children's developmental levels of knowledge, skills and attitudes. Provided evidence of short and long term planning. Provided appropriate teaching resources and effectively reflected on and evaluated children's learning. Maintained purposeful records of pupils' development. Observed and participated in the cycle of events in the day-to-day running of a school. Demonstrated increased competency in classroom management strategies, motivational techniques and student-centred teaching and learning processes including cooperative learning situations that focus on higher level thinking/learning. Demonstrated the ability to work collaboratively and positively with pupils, the school staff and the wider community.

Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information.

Unit References:

Arends, R. (2001). Learning to Teach. (fifth edition). Sydney, McGraw-Hill. Barry, K. and King, L. (1998). Beginning Teaching and Beyond. (third edition). Katoomba, NSW, Australia, Social Science Press.

Unit Texts:

Curriculum Council. (1999). Curriculum Framework for Kindergarten to Year 12 Education in Western Australia. Osborne Park, Western Australia, Curriculum Council.

Unit Assessment Breakdown:

Week 5 - Interim Progress Report from the Co-operating Teacher at the end of the fifth week of the practicum. Final Teacher Report and percentage grade awarded by the Co-operating teacher and Curtin University supervisors on completion of the practicum.

Year	Location	Period	Internal	Area External	Central External
2004	Bentley Campus	Semester 1	Y
2004	Bentley Campus	Semester 2	Y