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This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Among the central features of the Master of Teaching course is the interplay between educational research, policy and practice, and the need for teachers to critically reflect on their practices and transform them as a consequence of this analysis. The central focus of this unit of study is on the design, implementation, and reporting of School-based Professional Learning (SPL). The SPL articulates the development of educational practice whilst on internship at a school. In addition to using research in context, students are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage and support student learning.
Students will be a scholar in residence at the placement school for three days per week. There will be sessions scheduled at the University for their internship induction, and colloquium at the completion of their term at the placement school.
On completion of this unit students should be able to:
Students experience an environment where they observe and/or participate in the application of theoretical knowledge and skills in a professional setting, under the supervision of an expert or professional in the field. Examples include study tours, observation, shadowing, fieldwork, industry tours.
Presentations may be complemented with some directed reading. Local, state, national and international conferences and seminars, as well as other professional learning activities through education systems, professional organisations and associations, can be used to demonstrate learning in this unit. A period of professional experience, feedback, reflection, and networking. Regular meetings held to assist in the processes required. All Pre-Service Teachers 18 years of age and over will be required to have a current Department of Education Nationally Coordinated Criminal History Check (NCCHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority.
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Literature Review | Project context and literature review | 40% |
| Presentation | Post Scholar-In-Residence Research Presentation | 60% |
| Type | Description | Value |
|---|---|---|
| Literature Review | Project context and literature review | 40% |
| Presentation | Post Scholar-In-Residence Research Presentation | 60% |
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Students please note: The marks and grades received by students on assessments may be subject to further moderation. Informal vivas may be conducted as part of an assessment task, where staff require further information to confirm the learning outcomes have been met. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work as well as any generative artificial intelligence tools that may have been used. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.
Breaches of academic integrity can include:
Copying the words, ideas or creative works of other people or generative artificial intelligence tools, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).
Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).
Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.
Using or having access to unauthorised materials in an exam or test.
Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.
ECU's policies and more information about academic integrity can be found on the student academic integrity website.
All commencing ECU students are required to complete the Academic Integrity Module.
In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.
Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.
SPL6157|2|1
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Among the central features of the Master of Teaching course is the interplay between educational research, policy and practice, and the need for teachers to critically reflect on their practices and transform them as a consequence of this analysis. The central focus of this unit of study is on the design, implementation, and reporting of School-based Professional Learning (SPL). The SPL articulates the development of educational practice whilst on internship at a school. In addition to using research in context, students are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage and support student learning.
Students will be a scholar in residence at the placement school for three days per week. There will be sessions scheduled at the University for their internship induction, and colloquium at the completion of their term at the placement school.
On completion of this unit students should be able to:
Students experience an environment where they observe and/or participate in the application of theoretical knowledge and skills in a professional setting, under the supervision of an expert or professional in the field. Examples include study tours, observation, shadowing, fieldwork, industry tours.
Presentations may be complemented with some directed reading. Local, state, national and international conferences and seminars, as well as other professional learning activities through education systems, professional organisations and associations, can be used to demonstrate learning in this unit. A period of professional experience, feedback, reflection, and networking. Regular meetings held to assist in the processes required. All Pre-Service Teachers 18 years of age and over will be required to have a current Department of Education Nationally Coordinated Criminal History Check (NCCHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority.
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Literature Review | Project context and literature review | 40% |
| Presentation | Post Scholar-In-Residence Research Presentation | 60% |
| Type | Description | Value |
|---|---|---|
| Literature Review | Project context and literature review | 40% |
| Presentation | Post Scholar-In-Residence Research Presentation | 60% |
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Students please note: The marks and grades received by students on assessments may be subject to further moderation. Informal vivas may be conducted as part of an assessment task, where staff require further information to confirm the learning outcomes have been met. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work as well as any generative artificial intelligence tools that may have been used. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.
Breaches of academic integrity can include:
Copying the words, ideas or creative works of other people or generative artificial intelligence tools, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).
Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).
Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.
Using or having access to unauthorised materials in an exam or test.
Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.
ECU's policies and more information about academic integrity can be found on the student academic integrity website.
All commencing ECU students are required to complete the Academic Integrity Module.
In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.
Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.
SPL6157|2|2