EPP102 - Learning-Teaching Communities
Unit details
Year | 2025 unit information |
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Enrolment modes: | Trimester 2: Burwood (Melbourne), Waurn Ponds (Geelong), Community Based Delivery (CBD)* |
Credit point(s): | 1 |
EFTSL value: | 0.125 |
Unit Chair: | Trimester 2: Brandi Fox |
Cohort rule: | This unit is only available to students enrolled in D347, D351, E377 |
Prerequisite: | Nil |
Corequisite: | Nil |
Incompatible with: | Nil |
Educator-facilitated (scheduled) learning activities - on-campus unit enrolment: | 1 x 3-hour on-campus seminar per week (in non-placement teaching weeks – approx. 6-9 weeks)
NIKERI (CBD): 3 x 6-hour on-campus intensive (workshops/seminars) per trimester 8 x 1-hour online seminars per week for 8-weeks |
In-person attendance requirements: | 5-days on-site professional experience (placement) per trimester For the most up-to-date advice regarding your placement please see here. |
Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
Note:*Community Based Delivery (CBD): only for students of the National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute (located at the Waurn Ponds campus) |
Content
This unit accommodates in-depth and contextualised discussion of aspects of educational theory, policy and practice. Students will consider discourses of education as they relate to particular teaching/learning communities and explore the sociological nature of educational inquiry as it relates to schooling. The unit develops an understanding of the educational framework that underpins context in schooling, and also gain a familiarity with the theory/practice nexus in schooling and education. Students will analyse the various interpretations of sociologies of education regarding the nature of schooling, and discuss aspects of policy enacting in school communities and its influence in education more broadly. They will also engage with aspects of socio-cultural theory to develop an understanding of communities of practice for effective learning and teaching in contemporary times.
Learning Outcomes
ULO | These are the Unit Learning Outcomes (ULOs) for this unit. At the completion of this unit, successful students can: | Alignment to Deakin Graduate Learning Outcomes (GLOs) |
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ULO1 | Identify and analyse categories such as socioeconomic and culture in order to understand policy constructions of education | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
ULO2 | Identify and compare theories of policy development in education drawing on contemporary research, including legislative requirements that support the learning and participation of students with a disability | GLO1: Discipline-specific knowledge and capabilities |
ULO3 | Analyse observations of learners, learning sites and learning contexts, informed by and drawing on contemporary research | GLO6: Self-management |
ULO4 | Describe factors (social/cultural/economic/political) which influence education and strategies for involving parents/carers in the educative process | GLO1: Discipline-specific knowledge and capabilities |
ULO5 | Identify emerging pedagogical discourse(s) and policy determinations of practice including teaching strategies that are responsive to the needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO6: Self-management |
ULO6 | Reflect on and analyse global policy constructions of teaching and learning and broader educational practices | GLO8: Global citizenship |
Assessment
Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
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Assessment 1 - School Context and Policy Reflection on Placement | 800 words | 20% | Week 4 |
Assessment 2 - Peer Reviewed Reading Reflections | 2 x 400 words | 20% | Week 6 and 7 |
Assessment 3 - Group Presentation, Feedback and Reflective Essay | 2400 words | 60% | Week 10 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Hurdle requirement
Professional experience is a requirement of the Victorian Institution of Teaching for the preparation of teachers. In this unit you will complete 5 days of the required 80 days for the Bachelor of Health and Physical Education. Satisfactory completion of the professional experience is required in order to pass this unit.
Learning resource
The texts and reading list for EPP102 can be found via the University Library.
Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
Fees and charges vary depending on the type of fee place you hold, your course, your commencement year, the units you choose to study and their study discipline, and your study load.
Tuition fees increase at the beginning of each calendar year and all fees quoted are in Australian dollars ($AUD). Tuition fees do not include textbooks, computer equipment or software, other equipment or costs such as mandatory checks, travel and stationery.
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