3 x 1-hour lectures per semester
1 x 20-day field placement per semester
1 EDUC2320 - Learners and their Development - Middle and Secondary Schooling
2 1 of EDUC3531, EDUC3531A, EDUC3531B, EDUC3531C, EDUC3531D, EDUC3531E, EDUC3531F, EDUC3531G, EDUC3531H, EDUC3531I
3 EDUC3530 - Professional Experience: Year 3A (Middle and Secondary Schooling)
4 72 units of study
5 18 units of Education topics
Must Satisfy: (1 and 2 and 3 and 4 and 5)
Enrolment not permitted
1 of EDUC3667, EDUC3668 has been successfully completed
Assumed knowledge
Must be enrolled in EDUC3525 or completed EDUC3503
Topic description
This Professional Experience occurs in Year 3 of the undergraduate degree program. Four consecutive weeks (20 days) plus 5 planning days are spent in a metropolitan or country secondary, or primary/secondary combined school. Emphasis is placed on the planning, implementation and evaluation of teaching programs. Close links are established between curriculum studies at Flinders and school curricula. At the conclusion of this teaching experience, a written report is required to indicate both the pre-service teacher's readiness to continue into the final teaching practicum and progress towards compliance with the Professional Standards for Entry to the Register for the Teachers Registration Board of South Australia.
Educational aims
For pre-service teachers to:

  • appreciate the range of professional and other roles that contribute to a working school community

  • engage in co-operative and effective professional relationships with students, colleagues and where appropriate with parents

  • draw connections between theoretical understandings about learning, teaching and a range of classroom practices

  • practice the skills of teaching by presenting and evaluating lessons and units of work

  • begin identifying themselves as educators, reflecting on their own strengths, interests and areas for professional and personal growth
Expected learning outcomes
On completion of this topic students will be able to:

  • identify, and with mentor support, create learning environments that are inclusive and safe;
  • demonstrate quality learning and teaching practices required for building effective learning communities;
  • collaboratively reflect on practices that improve student learning and wellbeing;
  • with increasing independence, select, use and review context appropriate teaching and learning strategies;
  • select appropriate resources including ICT to engage and motivate student learning;
  • plan effective unit and lesson sequences using the curriculum and knowledge of students’ learning;
  • with increasing independence, select, plan and implement appropriate curriculum content and teaching methodologies for their teaching area/s;
  • use informal and formal strategies to assess and record student learning;
  • state how they behaved in ethical and socially just ways;
  • evaluate their teaching behaviours and overall performance and set future teaching and learning goals.