Primary

Primary

School of Education

Important dates 2016

26 April - 6 May Session 1 block teaching period
27 May Final date for submission of EDTE251 Session 1 Professional Experience Reports
10 June Final date for submission of all other Session 1 Professional Experience Reports
18 July - 12 August Session 2 block teaching period
19 August Final date for submission of EDTE252 and EDTE301 Session 2 Professional Experience Reports
11 November Final date for submission of all other Session 2 Professional Experience Reports

2016 Professional Experience Calendar

Primary Teaching Awards

At Macquarie, there are two main patterns of study leading to a primary teaching qualification:

Undergraduate program

This pathway integrates students' academic and professional studies within two double degree programs: the BABEd(Primary) and the BA-Psych BEd(Primary).

Teacher Education Students focus on academic studies in Education, English, HSIE related disciplines, Mathematics, Science, PDHPE and the Arts, which provides their Key Learning Areas (KLA) content knowledge and a platform from which to develop their knowledge of education and teaching. Later, theoretical studies are integrated with professional units from the Teacher Education Program (TEP and EDTE units)

Undergraduate patterns of primary professional experience (2016)

Year Award Number of professional experience days Professional experience unit (and concurrent methodology unit)
Year 1 BABEd(Primary) BAPsychBEd(Primary) Nil  
Year 2 BABEd(Primary) BAPsychBEd(Primary) 9-day block plus 1 additional day in Session 1 OR a 10-day block in Session 2 Session 1 OR 2 - Completed in conjunction with EDTE251 or EDTE252
Year 3 BABEd(Primary) BAPsychBEd(Primary) 20-day block in Session 2 EDTE301
Year 4 BABEd(Primary) BAPsychBEd(Primary) 45 days (9-day block plus 11 additional days in Session 1 AND 20-day block plus 5 additional days in Session 2)

Session 1 - EDTE403 (20 days) in conjunction with EDTE455

Session 2 - EDTE404 (25 days) in conjunction with EDTE456

 

     Note: Students who are transitioning into new programs may follow a slightly different pattern of professional experience days depending     on when they transferred. The table below shows the total number of professional experience days required by undergraduate primary     students.

Enrolment Year

Undergraduate Primary

Professional Experience Requirements

2010

BA-Psych DipEd ARTS09

60 days

BADipEd ARTS04
BScDipEd SCIE04

2011

BA-Psych DipEd ARTS19

60 days

BABEd(Prim) ARTS12
BScDipEd SCIE04

2012

BA-Psych DipEd ARTS19

60 days

BABEd(Prim) ARTS12

 

BScDipEd SCIE04

2013

BA-Psych DipEd ARTS22

60 days

BABEd(Prim) ARTS12
BScDipEd SCIE07

2014

BA-Psych BEd(Prim) ARTS25

80 days

BABEd(Prim) ARTS29

2015

BA-Psych BEd(Prim) ARTS25

80 days

BA-Psych BEd(Prim) ARTS25

2016

BA-Psych BEd(Prim) ARTS25

80 days

BABEd(Prim) AREP01

 

Graduate entry program

Teacher Education Students enrolled in the graduate entry BEd(Primary) have already completed an initial bachelor degree. These Teacher Education Students undertake theoretical studies in education as well as the professional components of the Teacher Education Program. The minimum time to complete the degree is two years of full-time study. To be offered a place in this program, Teacher Education Students must satisfy the KLA content requirements as specified by BOSTES.

Graduate entry patterns of primary professional experience (2016)

Year Award Number of professional experience days Professional experience unit (and concurrent methodology unit)
Year 1 BEd(Primary) 20-day block Session 2 - EDTE301 in conjunction with EDTE252
Year 2 BEd(Primary) 40 days (9-day block plus 11 additional days in Session 1 AND 20-day block in Session 2)

Session 1 - EDTE403 (20 days)

Session 2 - EDTE404 (20 days)

 

Primary Professional Experience Units

Primary Teacher Education Students undertake their Professional Experience placements while enrolled in:

  • EDTE251 Curriculum and Teaching in Primary School 1 or EDTE252 Curriculum and Teaching in Primary School 2
  • EDTE301 Professional Experience in the Primary School 1
  • EDTE403 Professional Experience in the Primary School 2
  • EDTE404 Professional Experience in the Primary School 3

The following table describes the primary Professional Experience units and provides links to the handbook. Specific expectations and Professional Experience reports for each unit can be found here.

 

Unit Overview
EDTE251 and EDTE252

Teacher Education Students placed in EDTE251 (S1) complete a 9-day block plus 1 additional day; for EDTE252 (S2) they complete a 10-day block. As soon as Teacher Education Students receive notification from the Professional Experience Office of their placement they should contact the school and make arrangements to commence the practicum at the start of the block-teaching period.

The EDTE251/252 placement is primarily designed as an opportunity to observe a variety of lessons and see how teachers work. Teacher Education Students may sometimes be placed in pairs for EDTE251 or EDTE252. It is recommended that Teacher Education Students spend much of their time observing lessons and working with individuals or small groups of students. They should also plan, teach and evaluate a minimum of 5 whole-class lessons. If placed in a pair with another EDTE251 or EDTE252, co-teaching and peer observation of lessons are encouraged.

When teaching, lesson plans should be prepared in advance of the class so there is ample time to discuss them with the supervising teacher and revise them as required. When not teaching, Teacher Education Students should be observing the supervising teacher's lessons or those presented by other teachers where this has been negotiated. When observing lessons, Teacher Education Students should take notes on what they notice and use these in post-lesson discussions with the teacher.

At the end of the placement, Teacher Education Students are required to submit hard copies of the following documents to the Professional Experience Office: the Supervising Teacher Report, the Self-Evaluation Report and the Register of Visits.

EDTE301

Teacher Education Students placed in EDTE301 (S1) complete a 9-day block plus 11 additional days; for EDTE301 (S2), they complete a 20-day block. As soon as Teacher Education Students receive notification from the Professional Experience Office of their placement they should contact the school and make arrangements to commence the practicum. It is especially important for Teacher Education Students completing EDTE301 (S1) to begin some of their days before the block-teaching period.

The EDTE301 placement is primarily designed as an opportunity to observe a variety of lessons and gain experience in working with small groups and teaching whole-class lessons. Teacher Education Students may sometimes be placed in pairs for EDTE301. It is recommended that Teacher Education Students spend the first day or two observing lessons and learning about the school and its routines. They could begin working with individuals or small groups of students or teaching part of a whole-class lesson. If placed in a pair with another EDTE301 Teacher Education Students, co-teaching and peer observation of lessons are encouraged. The goal is for Teacher Education Student to gradually increase the number of lessons taught so they are teaching for half of a full teaching load each day. 

As the practicum proceeds, Teacher Education Students should plan, teach and evaluate whole-class lessons. There is no specified number of lessons to be taught. Supervising teachers are encouraged to use their professional judgement in making decisions about the number and frequency of whole-class lessons taught by the Teacher Education Students. As a guide, Teacher Education Students should aim to teach the equivalent of at least two 40-minute lessons a day by the fourth or fifth day of the placement. Towards the end of the 20-day placement Teacher Education Students can be expected to teach up to half the typical daily teaching load (i.e. the equivalent of 4 x 40-minute lessons) each day.

When teaching, lesson plans should be prepared in advance of the class so there is ample time to discuss them with the supervising teacher and revise them as required. When not teaching, Teacher Education Students should be observing the supervising teacher's lessons or those presented by other teachers where this has been negotiated. When observing lessons, Teacher Education Students should take notes on what they notice and use these in post-lesson discussions with the teacher.

Teacher Education Students receive a visit from a tertiary supervisor during the EDTE301 placement. The purpose of the visit is to liaise with the supervising teacher and discuss the Teacher Education Student's progress towards achieving the Graduate Teaching Standards.

At the end of the placement, Teacher Education Students are required to submit hard copies of the following documents to the Professional Experience Office: the Supervising Teacher Report, the Self-Evaluation Report and the Register of Visits.

EDTE403

Teacher Education Students placed in EDTE403 (S1) complete a 9-day block plus a minimum of 11 additional days. As soon as Teacher Education Students receive notification from the Professional Experience Office of their placement they should contact the school and make arrangements to commence the practicum. It is especially important for Teacher Education Students completing EDTE403 (S1) to begin some of their days before the block-teaching period. The EDTE403 placement is primarily designed as an opportunity to observe a variety of lessons and gain experience in teaching whole-class lessons. 

It is recommended that Teacher Education Students spend the first day observing lessons and learning about the school and its routines. They could begin working with individuals or small groups of students or teaching part of a whole-class lesson. As the practicum proceeds, Teacher Education Students should plan, teach and evaluate whole-class lessons. There is no specified number of lessons to be taught. Supervising teachers are encouraged to use their professional judgement in making decisions about the number and frequency of whole-class lessons taught by the Teacher Education Students. As a guide, by the fourth or fifth day of the placement, Teacher Education Students should be teaching for about one-third of the day, gradually increasing the number of lessons so they teach up to half the typical daily teaching load each day.

When teaching, lesson plans should be prepared in advance of the class so there is ample time to discuss them with the supervising teacher and revise them as required. When not teaching, Teacher Education Students should be observing the supervising teacher's lessons or those presented by other teachers where this has been negotiated. When observing lessons, Teacher Education Students should take notes on what they notice and use these in post-lesson discussions with the teacher.

Teacher Education Students receive a visit from a tertiary supervisor during the EDTE403 placement. The purpose of the visit is to observe a lesson (or part thereof), liaise with the supervising teacher and discuss the Teacher Education Student's progress towards achieving the Graduate Teaching Standards.

At the end of the placement, Teacher Education Students are required to submit hard copies of the following documents to the Professional Experience Office: the Supervising Teacher Report, the Self-Evaluation Report and the Register of Visits.

EDTE404

Teacher Education Students placed in EDTE404 (S2) complete a 20-day block plus a minimum of 5 additional days. As soon as Teacher Education Students receive notification from the Professional Experience Office of their placement they should contact the school and make arrangements to commence the practicum at the start of the block-teaching period. The EDTE404 placement is primarily designed as an opportunity to gain experience in teaching whole-class lessons and to fully participate in the life of the school. 

It is recommended that Teacher Education Students spend the first day observing lessons and learning about the school and its routines. They could begin working with individuals or small groups of students or teaching part of a whole-class lesson. As the practicum proceeds, Teacher Education Students should plan, teach and evaluate whole class lessons. There is no specified number of lessons to be taught. Supervising teachers are encouraged to use their professional judgement in making decisions about the number and frequency of whole-class lessons taught by the Teacher Education Students. The goal is for Teacher Education Students to teach for at least half the typical daily teaching load each day.

When teaching, lesson plans should be prepared in advance of the class so there is ample time to discuss them with the supervising teacher and revise them as required. When not teaching, Teacher Education Students should be observing the supervising teacher's lessons or those presented by other teachers where this has been negotiated. When observing lessons, Teacher Education Students should take notes on what they notice and use these in post-lesson discussions with the teacher. Teacher Education Students in EDTE404 should continue using formal lesson plans until the university supervisor indicates that they are able to begin using a Day Book.

Teacher Education Students receive a visit from a tertiary supervisor during the EDTE404 placement. The purpose of the visit is to liaise with the supervising teacher and discuss the Teacher Education Student's progress towards achieving the Graduate Teaching Standards. At the end of the placement, Teacher Education Students are required to submit hard copies of the following documents to the Professional Experience Office: the Supervising Teacher Report, the Self-Evaluation Report and the Register of Visits.

 

 

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