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Preparation of pre-service teachers for the purpose of being ‘classroom ready’ is a priority of Initial Teacher Education. The research also indicates the importance of multiple opportunities for professional experience that is highly integrated with university-based teaching (ACER, 2014). The eight Practice meets Theory courses create the structure around which the four-year Education Degree is developed. In third year Practice meets Theory coursework, the focus is upon the work of the teacher as a professional applying previous skills and understanding the extended professions that support a school community. Pre-service teachers, as learners themselves, interact with learners and school staff to learn through and with others and to reflect deeply upon their personal strengths and challenges they will face as teachers.

Contemporary classrooms are complex environments where learners present with a diverse range of backgrounds and needs. This sixth Practice meets Theory course will extend pre-service teachers knowledge of unit planning to include term planning across multiple learning areas to create holistic and connected learning experiences. Pre-service teachers will further develop their understanding of assessment, moderation and reporting practices. The professional experience component within this course requires pre-service teachers to collect and analyse learner data and develop a class profile which will inform their teaching practice during the 15-day placement. For full details of the professional experience particulars, refer to the Professional Experience website and the Professional Experience Book.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. cater for all learners’ needs in planning (including considerations for ATSI, disabilities, diverse backgrounds and as they present in contexts) and demonstrate an understanding of how learners learn (APST 1.2, 1.3, 1.4, 1.5);
2. organise content into an effective L&T sequence across multiple learning areas (term plan) (APST 2.1, 2.2, 2.3, 3.1, 3.6);
3. organise content into an effective L&T sequence including authentic assessment of learning, provide feedback to learners and make consistent and comparable judgements, interpret learner data, report on learner achievement to students, parents and carers and keep accurate and reliable records (APST, 5.1, 5.2, 5.3, 5.4, 5.5);
4. explain connection between theory and a personal understanding of how students learn, consider the implications this has upon future teaching practice (APST 1.1, 1.2, 6.4);
5. demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice. (2.5, 2.6, 3.2, 3.3,3.4,3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7.1, 7.2,7.4).