Unit rationale, description and aim
This unit includes 20 days professional experience placement.
Teachers need to have an understanding of the complexities of the teacher’s role in order to inform their teaching practice and meet the challenges of teaching in diverse contexts. Learning settings that are inclusive and safe promote engagement and teachers must be able to apply effective planning, teaching, assessment and management practices to facilitate learning.
In this unit, pre-service teachers will develop knowledge of lesson planning and pedagogy through exploring and analysing a range of planning procedures and teaching, learning and assessment strategies. They will apply this knowledge in the development of a range of teaching and assessment strategies which include setting differentiated learning goals to meet the needs of diverse learners. Throughout these activities they will develop their understanding of principles and strategies for communicating professionally with parents/carers and engaging them in the educative process.
Through critical analysis of key theories, contemporary research and system policies, pre-service teachers will acquire a critical understanding of approaches to establish positive learning environments and promote well-being, and practical strategies to manage challenging behaviours. Informed by the principles of Catholic Social Teaching, they will synthesise models, policy and practice to develop a holistic approach to engaging learners and guiding learner behaviour.
The professional placement will enable pre-service teachers to engage with experienced practitioners, and to apply their knowledge and skills in a school setting. Observations in classroom and school contexts will be reflected upon to support the nexus between theory and practice and alignment with the Australian Professional Standards for Teachers: Graduate level.
The aim of this unit is to enable pre-service teachers to develop the knowledge and skills to promote meaningful engagement in learning and to develop pre-service teachers’ professional identities as confident and effective teachers.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the complexities of the teacher’s role an...
Learning Outcome 01
Employ a range of effective communication and teac...
Learning Outcome 02
Synthesise contemporary assessment theories, pract...
Learning Outcome 03
Research and integrate major theories, policies an...
Learning Outcome 04
Apply professional communication skills and a rang...
Learning Outcome 05
Content
Topics will include:
The complexities of the teacher’s role and the implications for practice, including:
- Australian Professional Standards for Teachers
- Organisational policies and processes; principles and codes of ethics and conduct
- Legal and professional responsibilities including Duty of Care, Child Protection and Mandatory reporting.
Communication skills to facilitate teaching and learning:
- Principles and practice of effective verbal and non-verbal communication in facilitating teaching and learning
- Building positive relationships and rapport with students
- A range of communication strategies to engage sensitively and confidentially with parents/ carers and involve them in the educative process.
A range of teaching strategies that may include:
- Direct instruction: Explanations and demonstrations
- Questioning, feedback and discussion skills to facilitate higher order thinking
- Group work and co-operative learning
- Problem solving
Planning for teaching:
- Purposes and elements of planning
- Structuring and implementing learning sequences
- Interpreting curriculum documents to select content and set learning goals
Differentiation of content and teaching strategies to cater for diverse learners including:
- learners from diverse cultural, linguistic and SES backgrounds
- learners across a full range of abilities
- learners from Aboriginal and Torres Strait Islander backgrounds
Introduction to fundamentals of assessment including:
- The role of assessment in the planning, teaching, learning and evaluation cycle and improvement of teaching and learning
- Purposes and forms of assessment, (formal, informal, diagnostic, formative, summative)
- Differentiating assessment tasks to meet the specific needs of diverse learners
- Approaches for providing timely, focused and constructive feedback to learners
- Processes for gathering, organising and interpreting evidence of learning
- Maintaining accurate records and reporting student progress to learners and parents/carers
Promoting learner engagement and behaviour management:
- Contemporary research and theories relating to effective behaviour management:
- Cognitive and Behaviorist models
- Psychological or needs-based models: Dreikurs
- Glasser’s Choice Theory; Bill Rogers’ Decisive Discipline; Canter and Canter’s Assertive Discipline; Ford’s Responsible Thinking
- Developing proactive engagement and management plans.
- Strategies for creating safe and positive learning environments and promoting physical, psychological and social well-being:
- Establishing positive teacher-learner relationships
- Promoting class cohesion
- Engaging learners in setting expectations to develop ownership of their behaviour
- Practical strategies for promoting learner self-motivation and self-direction
- Behaviour management strategies applicable to diverse learners.
- Application of the principles of Catholic Social Teaching.
- Factors contributing to undesired behaviours:
- Learner related factors
- Home and social group factors
- Classroom and teacher factors
- The impact of changing technologies and social media.
- A range of practical strategies for responding to low-level undesired behaviours:
- Positive reinforcement
- Unobtrusive, non-punitive interventions
- Re-engaging disengaged learners
- A range of practical strategies for managing challenging behaviour:
- Re-building relationships: Student-teacher conferences; Learning and behaviour contracts
- Cracking the challenging class
- Engaging with professional colleagues and other education professionals
- Engaging sensitively and confidentially with parents/carers
- Policy, curriculum and legislative requirements that underpin learner wellbeing and safety.
- Maintaining safe online environments: anti-bullying and cyber-bullying.
- Strategies for protecting teacher safety and well-being: building resilience and self-care.
Critical Reflective Practice:
- Strategies and lenses for critiquing the implementation of learning activities
- Seeking and responding to feedback from supervisors and teachers to improve practice
- Approaches to developing a personal Philosophy of Teaching
Assessment strategy and rationale
The assessment load and weighting of the assessments in this unit have been designed to incorporate the professional experience. The written assessment load in this unit has been adjusted accordingly.
A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the APST: Graduate level.
There are four assessment tasks in this unit, including two hurdle requirements, all of which must be passed to pass the unit. Assessment tasks are sequenced to allow feedback and progressive development. Through completing Hurdle Requirement 1 pre-service teachers will demonstrate understanding of the legal and ethical expectations of teachers. In Assessment Task 1 pre-service teachers apply their conceptual knowledge of pedagogies to engage learners in the analysis and application of teaching strategies. In Task 2 pre-service teachers develop and demonstrate conceptual knowledge and understanding of theoretical models of classroom management and the complexities of managing challenging behaviour, through construction of a learner engagement and behaviour management plan. The final hurdle requirement comprises successful completion of a 20-day professional experience placement in a school setting. This placement facilitates connections between unit content and the ‘real world’ of learning and teaching, thereby preparing pre-service teachers for their role as teacher.
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to submit all assessment tasks, to meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%. In addition, pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).
Assessment in EDET501 includes a Critical Task: Assessment Task 2 – Rationale and Plan for Engaging Learners, fostering positive behaviour and managing challenging behaviour. This task is core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% in Task 2 in order to pass this unit.
Overview of assessments
Assessment Task 1: Analysis and Application of Te...
Assessment Task 1: Analysis and Application of Teaching Strategies
In small groups, research and analyse an evidence-based teaching strategy.
Present / teach a short activity to the whole class using your selected teaching strategy, modelling explicit teaching and learner engagement.
Include the following:
- A succinct and specific rationale with reference to research literature summary of evidence of its effectiveness
- An explanation of its relevance to particular learning context/s and learner characteristics
- Recommendations for appropriate classroom applications.
- A description of the content and how it aligns to specific curriculum content
- A range of resources including ICT to engage learners
- Safe and ethical use of ICT to expand learning opportunities
- Differentiation (learning goals, success criteria, activities) for learners of varying characteristics, and across the ability range
- Informal formative assessment of your “learners”
- Timely and constructive feedback to students to improve their learning
- Methods and purpose of recording "learner" achievement
- Effective verbal/ non-verbal and multi-modal communication
At the conclusion, engage participants in a review of the strategy and its potential to improve practice and student learning.
Include an individual critical reflection on the teaching strategy and on the effectiveness of the group’s application of the strategy.
40%
Assessment Task 2: Task 2a: Rationale and plan fo...
Assessment Task 2:
Task 2a: Rationale and plan for engaging learners, fostering positive behaviour and managing challenging behaviour.
Critical Task
Describe a specific learning setting, such as your placement class. Include physical, social and intellectual development and characteristics of the learners, as well as their linguistic, cultural, religious and socio-economic backgrounds. Develop a rationale and plan for inclusive strategies for fostering positive learner engagement, supporting students' wellbeing and safety, and managing challenging behaviour in this setting. Justify your plan based on your reading of the literature, ethical responsibilities, maintaining professionalism and confidentiality, relevant polices and practices, legislative, administrative and organisational requirements, the principles of Catholic Social Teaching and one or more relevant theoretical frameworks presented in this unit. Refer to authentic example/s of challenging learner behaviour (individual, group or class).
Task 2b: Parent/Carer Communication Strategy
Create 3 artefacts (report, letter, transcript of a parent/carer discussion) for communicating sensitively, confidentially and involving parents/carers in the educative process for:
- a learner whose engagement and conduct are generally positive, with minor or infrequent lapses; and
- a learner whose engagement and conduct present significant and/or consistent concerns.
60%
Hurdle Requirement: Preparation for the Professio...
Hurdle Requirement: Preparation for the Professional Experience Placement
Prior to commencing the Professional Experience placement, pre-service teachers must complete a series of compulsory online preparation modules, attaining a score of 95% or above in each module. The modules cover:
- Professional Standards;
- Professional expectations and codes of conduct;
- Workplace Health & Safety;
- Legal requirements, including Duty of Care, Child Protection and Mandatory Reporting; and
- Professional relationships.
Pre-service teachers must also complete and provide evidence of the following:
- Working with Children Check or a Police Check where this is appropriate or mandated.
- Mandatory requirements as specified by the pre-service teacher’s state/territory.
Notes:
- Completion of these modules does not exempt pre-service teachers from seeking a Working with Children Check or a Police Check where this is appropriate or mandated.
- Anticipated completion time: 7 hours
- Multiple attempts at this hurdle task are permitted.
Pass/Fail
Professional Experience Assessment Pre-service t...
Professional Experience Assessment
Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a primary school setting. Refer to Professional Experience Handbook and Report.
A pass grade for this task will be awarded following:
- the successful completion of 20 professional experience days and,
- submission of a satisfactory Professional Experience Assessment Report
Notes:
- Multiple attempts at this hurdle task are not permitted.
- Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit.
Pass/Fail
Learning and teaching strategy and rationale
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. This includes guided teaching, independent study and preparation of assessments, and a 20-day professional experience placement.
This unit applies a social constructivist approach to develop pre-service teachers’ understanding of the teacher’s role. They will build their understanding through critical reading, lecturer modelling, active engagement, rehearsing and discussion. The ability to work collaboratively will be practised through group activities in tutorials, culminating in group micro-teaching presentations to the class. These support pre-service teachers to build their communication and teaching skills, and their confidence in managing groups, in a safe and supportive environment prior to applying these skills in a primary school setting.
Conceptual knowledge and skills of communicating and planning, plus teaching and assessment strategies to promote positive learner engagement, will be developed through lectures and critical reading, and practised in tutorial activities which model the real world of classrooms. Participants will develop their ability to work autonomously, and to locate and synthesise information, through designing teaching, learning and assessment strategies appropriate for the needs of diverse learners. The professional experience placement will enable engagement with experienced practitioners and to make links between theory and its application to the learning environment.
To support this strategy, examples of the teaching and learning approaches that are likely to be applied in this unit include:
- Face-to-face lectures and /or online lectures (synchronous and asynchronous)
- Hands-on tutorials, practical workshops and discussions that promote peer learning
- Self-directed reading and research
- Collaborative learning opportunities
Technology Enhanced Learning
The unit includes a Learning Management System site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and educational experiences.
- Lecture-style recorded content and supporting notes
- Tutorial guides
- Video illustrations of teaching practice and focused readings to address a wide spectrum of teaching contexts, practices and competencies;
- Online focused readings to help students prepare for the weekly schedule.
Face-to-face/Online Learning support
Students are required to regularly log into Canvas to access recorded lectures and important announcements, to communicate with other students and lecturers, and to submit assessment and access feedback and grades. Students who are enrolled in either face to face or online learning will have equal access to support from the lecturer in charge and tutors.
Additional equipment requirements for online learning:
- Reliable broadband access is recommended.
- Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.
PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS
Integral to unit pre-service teachers will apply their knowledge, skills and strategies through undertaking a professional experience placement comprising 20 days in a primary school setting.
Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of their class and the educational setting. In collaboration with their supervising teachers and other professional colleagues, they will develop basic teaching skills through assisting in the delivery of high-quality teaching episodes and teaching small groups and whole classes. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.
The recommended arrangement of the 20 days is:
- Up to 5 days prior to the commencement of the block, for example one day a week, by negotiation with the educational provider
- 15 days of continuous engagement (the “Block”).
Recommended Teaching Experiences
The following engagements are recommended across the 20-day placement. They provide a scaffolded, praxis-oriented approach to building experience, competency and confidence, and are designed to align with on-campus content. These engagements are to be discussed, negotiated and planned with the supervising teacher/s.
Days 1 – 5 (Single days or incorporated into the block) - Proposed Teaching Expectations
Day 1-3: Orientation, observation and assisting the supervising and nominated teacher/s in the teaching and learning process
Day 3–5: Observation and assisting the supervising and nominated teacher/s, plus planning and implementation of one teaching episode per day with a focus on small groups and practicing the skills developed through micro-teaching opportunities
Block Practicum: Days 6 – 20 - Proposed Teaching Expectations
Day 6 – 10:
- Observation and assisting the class teacher/s, plus planning and implementation of one to two teaching episodes per day, including transitions, small groups and building to taking responsibility for whole classes/groups and class routines.
- Practicum midpoint reflection, self-auditing and evaluation.
Day 11 - 20
- Observation and assisting the supervising teacher/s, plus planning and implementation of two to three teaching episodes per day.
- Build to teaching half a full-time load including taking responsibility for whole classes and managing routines and transitions.
- Design, implementation and marking of assessment tasks as relevant to the teaching episodes.
- Practicum culminating reflection, self-auditing and evaluation.
Completion of all specified preparation and legal modules is compulsory prior to commencement of the professional experience placement.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO2, LO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO2, LO5
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO2, LO5
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO5
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO4, LO5
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO4, LO5
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO2
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO2, LO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO4
Representative texts and references
Required text(s)
Australian Curriculum: https://www.australiancurriculum.edu.au/Australian Curriculum and Reporting Authority (ACARA): https://www.acara.edu.au
Australian Institute for Teaching and School Leadership: https://www.aitsl.edu.au/
Relevant State and Territory curriculum documents
Recommended references
Brady, L., & Kennedy, K. (2018). Curriculum construction (6th ed.). Frenchs Forest, NSW: Pearson Australia.
Churchill, R., Keddie, A., Moss, J. Nagel, M., Shaw, K., Mackay, J., Letts, W., McGill, M., Batt, J., Beckman, K., Apps, T., & Grainger, P. (2022). Teaching: Making a difference (5th ed.). John Wiley & Sons Australia.
Cleak, H., & Wilson, J. (2019). Making the most of field placement (4th ed.). Cengage Learning Australia.
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments: Creating and maintaining productive classrooms. Cengage Learning Australia.
Ewing, R., Kervin, L., Glass, C., Gobby, B., le Cornu, R., & Groundwater-Smith, S. (2019). Teaching: Dilemmas, challenges and opportunities (6th ed.). Cengage Learning Australia.
Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive learning environments (4th ed.). Cengage Learning Australia.
Killen, R. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.). Cengage Learning Australia.
Morrison, G., Ross, S., Morrison, J., & Kalman, H. (2019). Designing effective instruction (8th ed.). John Wiley and Sons
Welch, A., & Connell, R. (Eds.). (2018). Education, change and society (4th ed.). Oxford University Press.
Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016). Learning for teaching, Teaching for learning (3rd ed.). Cengage Learning Australia.