Professional Practice Capstone Project Secondary Education PG (11359.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.25||6||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Demonstrate autonomy, expert judgement, adaptability and responsibility in planning, decision making and curriculum engagement;
2. Apply knowledge of research principles and methods to plan and execute an investigative project regarding a real school issue; and
3. Demonstrate that they are competent pre-service teachers who are classroom ready and well prepared to enter the profession by satisfying evidence based achievement of the TPA.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
PrerequisitesThis unit is only available to students in the Master of Secondary Teaching course. Students must have passed 36 credit points in the course before enrolling.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Dr Katharine McKinnon|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Dr Bernard Brown|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Bernard Brown|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Bernard Brown|
Sharp, H., Hudson, S., Weatherby-Fell, N., Charteris, J., Brown, B., Lodge, J., McKay Brown, L., Sempowicz, Tl, Buchanan, R., Imig, S., Hudson, P., Vergano. & Walsh, M. (2021) Introduction to Education. Cambridge University Press, Melbourne.
Additional weekly readings and support materials will be available on the Canvas site.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
Note: In addition to an aggregate of 50%, assignments 1, 2 and 4 must be passed in order to pass the unit. Students must also succesfuly complete their capstone placement of 20 days.
Literacy and Numeracy Test for Initial Teacher Education (LANTITE)
It is a requirement that all students in Initial Teacher Education courses complete the LANTITE. Student's result for the test is to be submitted to Canvas site for this unit. Submission must be within one week (seven days) of the April, June, September or December LANTITE results release date.
Teaching Performance Assessment (TPA)
All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.
It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017).
If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Indicative workload for this unit:
- Workshop preparation: 30 hours (3 hours per week)
- Workshop participation: 30 hours (3 hours per week)
- Assignment preparation: 90 hours
- Professional experience placement: 20 days practicum
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
This unit may involve online workshops and/or meetings in real time using the Virtual Room in the unit Canvas site. The Virtual Room allows you to communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room.
Work placement, internships or practicums
This unit involves a professional practicum of 20 days and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. School student, staff and community confidentiality must always be maintained (see policy documents for Professional Experience on the ATES Canvas site), including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you meet with your Program Director to schedule this unit for a future teaching period.
In order to participate in the professional practicum, you are required to hold a current Working with Vulnerable People (WWVP) card. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services. As preservice teachers are not paid for their practicum, the WWVP is free you register as a volunteer. For preservice teachers undertaking placements in other states or territories, it may be that a Police Check or a Working with Children Check is required. Please see the relevant government department or registration authority for the jurisdiction you are being placed.
Theoretical foundations: This unit is based on current and emerging professional practices for beginning teachers, as they begin their professional career.
Research and practice-led education: There are active practitioners and researchers involved in the development and delivery of this unit. A focus of the unit is to assist preservice teachers to be classroom ready. Through inquiry-based teaching and project based learning, the learning and assessment modes develop research skills in the preservice teachers.