Context of the Education Profession (9862.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 1 - Undergraduate Introductory Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Create a plan to demonstrate key skills, attitudes and abilities needed to facilitate their successful study experience towards graduation;
2. Demonstrate an understanding of the characteristics that denote the variety of contexts constituting the Australian education profession; and
3. Knowledgably and accurately write about issues of global importance to the education profession.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Michael Walsh|
The required textbook for this unit of study is:
Allen J. & White, S. (2018) Learning to Teach in a New Era. Port Melbourne: Cambridge University Press.
You may purchase this text through the 'The School Locker' online or via the School Locker Shop situated inside the UCX Shop on campus; alternatively you may purchase the text direct from the publisher here:
Additional resources will be made available on the unit Canvas site and will include (but are not limited to):
Education Services Australia (2008). Global Perspectives: A Framework for Global Education in Australian Schools. Education Services Australia, Carlton South.
Hickling-Hudson, A. R. & Ferreira, J. L. (2004) Changing Schools for a Changing World? Curriculum Trends for a 'Planetist' Future. In Burnett, B., Meadmore, D. & Tait, G. (Eds.) New questions for contemporary teachers: taking a socio-cultural approach to education. Pearson Education, French's Forest, NSW, pp. 153-168
Australian Institute for Teaching and School Leadership (AITSL) Graduate Teacher Standards:
Tertiary Education Quality Standards Agency (TEQSA)– Standards for students:
Australian Qualifications Framework (AQF):
Submission of assessment items
Extensions & Late submissions
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.
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
If there is any doubt with regard to the requirements of any particular assignments or assessment procedure, the onus for clarifying the issue rests with the student who should contact the unit Convener or their tutor. Further, it is the responsibility of students to ensure that they are correctly enrolled in the unit and that the tutor and Student Administration have their correct contact details.
Special assessment requirements
An aggregated mark of 50% is required to pass the unit.
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.
Lectures: 10 hours (1 hour per week)
Tutorials: 20 hours (2 hours per week)
Preparation for classes: 30 hours (3 hours per week)
Private study and assignment preparation: 90 hours ( 9 hours per week)
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.
Required IT skills
The tutorials for this unit will take place face to face and in the Virtual Room in your UCLearn teaching 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 recomment 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
Provision of information to the group:
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account:
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact firstname.lastname@example.org if they have any issues accessing their university email account.
Research Led Education: This unit involves research-led education which engages students in deep and active learning and provides a framework for students' future engagement in the education profession.