Course Title: Primary Professional Practice 3

Part A: Course Overview

Course Title: Primary Professional Practice 3

Credit Points: .00


Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 2 2012,
Sem 1 2013,
Sem 2 2013,
Sem 1 2014,
Sem 2 2014,
Sem 1 2015,
Sem 2 2015,
Sem 1 2017

Course Coordinator: Dr Tasos Barkatsas

Course Coordinator Phone: +61 3 9925 7423

Course Coordinator Email:

Course Coordinator Location: Bundoora Campus

Pre-requisite Courses and Assumed Knowledge and Capabilities


Course Description

This is a core course that focuses on the development of professional practice skills directly related to work integrated learning. The course involves placement in an educational setting. Particular focus will be given to encouraging students to make the transition from pre-service to beginning teacher.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to build and refine their knowledge and skills in the areas of observation, learning and teaching, assessment, reflection and knowledge of innovations and initiatives based on reflection and feedback from their previous professional practice experiences and current learning within the course.

Upon completion of the course students will be able to:
• Plan, document and implement a comprehensive program for teaching consecutive whole days with full control.
• Plan for continuity throughout days, weeks and across a year.
• Observe and record general observations of the classroom and reflect on how these may apply to their role of as teacher.
• Articulate and action some of the legal and ethical requirements of the teaching profession.
• Demonstrate a clear understanding of the teaching and learning purposes of planned activities.
• Apply current approaches to teaching and learning to their planning.
• Understand and use a range of appropriate strategies to assess learning and show evidence of contributing to or keeping assessment records.
• Use assessment strategies and records which reflected the needs of individual learners and the whole group.
• Articulate a philosophy of teaching and education.
• Articulate some of the innovations and initiatives that are being implemented in classrooms and educational environments. Implement some of these innovations and initiatives in the planned teaching and learning activities.
• Seek, accept and use guidance and respond constructively to feedback from professional mentors. Provide feedback to peers and mentors.
• Engage with others to reflect on their teaching and issues impacting on the classrooms.

ICT Outcomes
At the conclusion of this course students will have demonstrated and/or acquired the following ICT capabilities:
• Awareness of how the classroom environment can be managed to empower students use of ICT.
• Skills in using ICT for communication, presentation, work preparation and implementation.
• Personal proficiency in using ICT.

VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers know the content they teach.
• Teachers know their students.
• Teachers plan and assess for effective learning.
• Teachers create and maintain safe and challenging learning environments.
• Teachers use a range of teaching strategies and resources to engage students in effective learning.
• Teachers reflect on, evaluate and improve their professional knowledge and practice.
• Teachers are active members of their profession.

Overview of Learning Activities

Students’ learning in this course will involve a range of activities both at the educational setting and university that are designed to focus on addressing various Victorian Institute of Teaching characteristics of effective teaching.

Overview of Learning Resources

Students should refer to Part B of the course guide for further information on resources.

Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, developing a Professional Portfolio and a variety of assessment that demonstrates how the specific areas of professional practice have been addressed).

Students should refer to Part B of the course guide for further information on assessment.