No offerings have been identified for this subject in 2015

EEA306 Relationships & Pedagogy in the Primary School (8)

Abstract

This subject develops a sound knowledge of a variety of approaches to facilitating learning in schools. Strategies that enable students to develop competence in relationships with learners, parents and fellow professionals will also be emphasised. The subject examines models of teaching and learning, and frameworks for planning in schools including a focus on pedagogies for Indigenous Australian education. Students will utilise the knowledge and experience gained earlier in the course to further develop their skills in observing learner needs and abilities and planning for their development. A concurrent professional experience placement will provide an opportunity to apply this learning.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EEA306
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration	Grading System	School:
One session	HD/FL	School of Education

Learning Outcomes

Upon successful completion of this subject, students should:
- have developed a clear understanding of a range of methods for teaching across the primary curriculum, with particular attention to approaches relevant in specific curriculum areas and integrated curriculum
- demonstrate explicit competence in developing and executing plans for teaching and learning for small group and whole class learning
- demonstrate competence in a range of strategies used to guide and manage the behaviour of children in teaching and learning contexts in primary school, as well as appropriate management of children in off-site situations
- be knowledgeable of the range of syllabus and curriculum support resources available to the teacher in primary schools
- understand a range of formal and informal assessment techniques and demonstrate appropriate use of them in a classroom setting
- be able to critically evaluate and discuss the rationale for their assessment of children's learning
- demonstrate an understanding of contextual cultural, linguistic and socio-economic factors when planning for the classroom
- demonstrate an awareness of the impact of gender upon teaching and learning
- understand how to plan for differently-abled (including gifted) children in the classroom
- be able to demonstrate good communication skills when interacting with colleagues, students, parents, and children.
- be able to understand the implications of transition for children entering and during the primary school years;
- be aware of the importance of establishing and maintaining quality relationships with all members of a school's community.

Syllabus

The subject will cover the following topics:
- Classroom management strategies, including the preparation and timing of lessons, conflict resolution and assertiveness - Resourcing the classroom, including planning for diverse needs and the commencement of teaching in classrooms - Assessment theory and practice, including a range of assessment strategies, and authentic and embedded assessment - Diversity in the classroom, including planning for CALD children, gifted children and children with learning difficulties - Planning and delivering lessons, including the theory and implementation of integrated curriculum - Planning and delivering lessons in specific curriculum areas - Critical reflection and evaluation of teaching - Communication, both oral and written, within a range of contexts and for a range of purposes - Transition to school and between school sectors - Relationship management

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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.