Academic expectations may include: taking responsibility for own learning planning for study time undertaking independent reading and research attending lectures preparing for and participating in tutorials reflecting on learning and seeking assistance where required setting goals working with mentors and / or fellow students Sources of information may include: university websites student portals study guides current or past students student support services Factors can impact on successful transition to tertiary education may include: previous educational experiences lengthy absence from education course expectations family responsibilities work commitments acquisition of English as an additional language literacy and/or numeracy acquisition Strategies may include: forming study groups planning for work life balance planning discussion with course coordinators or student support services Learning contexts may include: lectures tutorials seminars e-learning practical placement group work independent work
Education frameworks may include: Victorian Curriculum F-10 Victorian Certificate of Education Victorian Certificate of Applied Learning Victorian Early Years Learning and Development Framework Marrung Aboriginal Education Plan 2016-2026 Framework for Improving Student Outcomes Cultural Diversity Plan Education settings may include: early childhood primary secondary community based and alternative settings Education requirements may include: four-year undergraduate teacher education degree an academic degree in a non-education area and an approved postgraduate teacher education qualification demonstration of personal attributes including: strong interpersonal / communication skills willingness to learn resilience self-efficacy conscientiousness organisational and planning skills motivation to teach Registration requirements include: registration with VIT successful completion of a literacy and numeracy test (LANTITE) Working with Children Check (WWCC) Professional responsibilities include: duty of care: treating students equitably meet the individual learning needs of students child safe standards undertaking appropriate ongoing professional development complying with codes of conduct and ethics implementing education priorities and policies meeting the Australian Professional Standards for Teachers at the Graduate
Appropriate techniques include: restating/rewriting drawing diagrams, using flow charts, sketching a graph Problem solving activity or text includes: activities / tasks which require strategies other than the standard application of arithmetical processes Problem solving techniques may include: guess and check; elimination; making a table, diagram or sketch; using patterns; simplifying; concrete modelling modelled by the teacher at this level with guidance and support via leading questions Reasonableness of the result refers to: a comparison of final result to initial estimate or referral to context to decide if the result is possible, relevant knowledge may lead to comparison to previous experience and therefore decide whether result is appropriate Language and terminology includes: common words and phrases for mathematical problem solving techniques such as guess and check, pattern, simplify, and error Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: develop and write a range of simple formulae based on real life situations or which generalise straightforward number patterns or relationships between variables use a range of simple algebraic techniques in using and solving simple mathematical formulae and algebraic expressions choose appropriate mathematical problem solving techniques to investigate and solve relevant problems Context of and specific resources for assessment Assessment must ensure: access to real/authentic or simulated tasks, materials and texts which require strategies other than the standard application of arithmetical processes At this level the learner can: