1a Admission into MEDLM-Master of Education (Leadership and Management)
1b Admission into MEDSE-Master of Education (Special Education)
1c Admission into MEDWS-Master of Education
1d Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1e Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1f Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1g Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1h Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1i Admission into MEDWSP-Master of Education [1.5 years]
1j Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1k Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1l Admission into MLE-Master of Leadership in Education
1m Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1n Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1o Admission into MED-Master of Education
1p Admission into GCE-Graduate Certificate in Education
2 Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice
2a Admission into MEDUA-Master of Education
2b Admission into MLEA-Master of Leadership in Education
2c Admission into MWPMHEA-Master of Wellbeing and Positive Mental Health in Education
2d Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
3 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p)) or ((2 or 2a or 2b or 2c or 2d)) or ((3 or 3a or 3b or 3c) and 4))
This topic is focussed on developing an understanding of the relationship between teaching, learning and assessment in the IB. Firstly, an overview of learning theories linked to classroom practice will be presented. Teaching and learning strategies appropriate to supporting IB outcomes will be addressed. The role of, and approaches, to assessment in IB with also be considered, together with assessment practices that support learning needs of all students in the IB. Finally, the links teaching, learning and assessment in IB unit planner will be examined. The process of reflective practice and its role in improving teaching and learning in the IB context is also considered, as is the importance of collaborative learning and collegial activities in support of the aims and objectives of the IB.
This topic aims to:
- Develop an understanding of the relationship between teaching, learning and assessment in IB programmes
- Build capacity to design and implement appropriate assessment strategies to ensure IB programme outcomes are achieved
- Develop critically reflective practices and collaborative learning skills through collegial activities that draw upon expertise from within the University
- Explain the relationship between teaching, learning and assessment in IB programmes
- Apply assessment theories and strategies appropriate to supporting effective learning within at least one IB programme
- Design authentic assessment tasks together with associated criteria and rubrics to support the achievement of IB learning objectives
- Apply standardisation practices in their own context
- Undertake and evaluate their own collaborative online learning practice
Key dates and timetable
Timetable details for 2021 are no longer published.
Sturt Rd, Bedford Park
South Australia 5042
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