| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Pop Up Project |
| Unit ID: | EDMAS6129 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMAS6125) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to provide PSTs with the opportunity to create, implement and reflect on a project that involves young people and is linked to an area of personal passion. PSTs identify a focus for their project, involve one or more young people (usually in the context of a school where a professional placement has occurred), collaboratively plan experiences with the young people, engage in the project and reflect on what has been learned and achieved. Permission to work with young people is required and ethical responsibilities as well as legislative, administrative and organisational requirements must be met. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | |  | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify ways to connect personal passions and areas of expertise to designing engaging teaching and learning experiences for young people which aim to make a difference. |
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| K2. | Investigate the role of external professionals and community representatives in broadening professional knowledge and practice. |
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| K3. | Understand key principles in Codes of Ethics and Conduct for the teaching profession. |
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| K4. | Identify relevant legislative, administrative and organisational policies and processes required. |
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| K5. | Examine strategies for working effectively, sensitively and confidentially with parents/carers. |
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| K6. | Identify the differences and similarities between the role of a teacher and the role of a mentor. |
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| Skills: |
| S1. | Design a passion project which actively involves at least one young person and which aims to make a difference in their lives. |
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| S2. | Reflect on the outcomes for self and others. |
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| S3. | Apply key principles described in Codes of Ethics and Conduct for the teaching profession. |
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| S4. | Communicate clearly, appropriately and effectively with schools/agencies, young people, and with parents/carers. |
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| S5. | Document the journey of the project capturing organisational and conceptual note-making, milestones, new learning and feedback. |
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| Application of knowledge and skills: |
| A1. | Engage professionally and communicate clearly with colleagues, parents/carers and the community meeting ethical, legislative, administrative and organisational responsibilities. |
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| A2. | Develop a journal over the course of the project including conceptual mapping, learner profiles, milestones, reflections on roles and practice, organisational lists, documentation related to engagement with the broader community and teaching networks, feedback in relation to impact, photographic evidence, resources, and insights into the place of passion when learning and teaching with young people. |
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| Unit Content: |
Topics include Finding and exploring areas of passion that could link to a suitable project Examining the role of mentor and how this may differ from the teaching role Designing and negotiating projects with a focus on young people Understanding the role of networks, external professionals and community representatives in broadening teachers’ professional knowledge and practice Working effectively and ethically with other professionals, with students in this context, and with parents/carers adhering to the Codes of Ethics and Conduct Conducting risk assessments and ensuring that relevant legal, administrative and organizational policies and processes are applied. Examining ways to capture and evaluate outcomes for self and others Examining the place of passion in schooling and the links to learning deeply and moral purpose |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, K4, K5 S3, S4, A1 APST 7.1, 7.2, 7.3, 7.4 | Engage professionally and communicate clearly with colleagues, parents/carers and the community meeting ethical, legislative, administrative and organisational responsibilities. | Portfolio of documentation including a risk assessment | 40-60% | | 2. | K1, K6, S1, S2, S5, A2 APST 7.4 | Develop a journal over the course of the project including conceptual mapping, learner profiles, milestones, reflections on roles and practice, organisational lists, documentation related to engagement with the broader community and teaching networks, feedback in relation to impact, photographic evidence, resources, and insights into the place of passion when learning and teaching with young people. | Journal | 40-60% |
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