Year
2024Credit points
10Campus offering
Prerequisites
EDET100 Effective Teaching 1: Becoming a Teacher
Incompatible
EDET111 Effective Teaching 2: Curriculum Planning and Pedagogy , EDFX242 Education Studies and Professional Experience 2: Building Positive Relationships
Unit rationale, description and aim
Includes: 15-day placement in an educational setting
Teachers need to be able to develop curriculum and to employ teaching strategies that cater to the strengths and needs of diverse learners in order to promote learner engagement and enhance student learning.
In this unit pre-service teachers will further develop their understanding of the complexities of the teacher’s role, with a focus on curriculum and pedagogy. Exploration of a range of evidence-based teaching strategies and principles and practices of curriculum planning and assessment will be undertaken, along with analysis and rehearsal of teaching strategies. Through engagement in and reflection on a 15-day professional experience, pre-service teachers will develop an understanding of the importance of appropriate curriculum and effective pedagogy in building positive learner engagement and enhancing learning. Pre-service teachers will also undertake a situational analysis of their education context, to develop a curriculum plan based on identified learner needs.
The aim of this unit is to enable pre-service teachers to acquire and develop the knowledge, understanding and skills required to develop effective teaching and assessment sequences which promote learning.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Describe a range of evidence-based teaching and learning strategies, principles and practices of curriculum development, and forms of assessment and appropriate, timely feedback | GC1, GC2 |
| LO2 | Analyse, rehearse, implement and evaluate teaching strategies to support inclusive engagement in learning | GC1, GC2, GC4, GC7, GC9 |
| LO3 | Use knowledge and understanding of curriculum and assessment to design curriculum programs that employ a range of teaching and assessment strategies, include appropriate and ethical use of ICT, and differentiate curriculum and teaching to meet the needs of diverse learners | GC1, GC2, GC4, GC7 |
| LO4 | Complete a successful professional experience in an educational setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice | GC1, GC2, GC3, GC4, GC7, GC11, GC12 |
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| ACECQA -A4 | Child health, wellbeing and safety | LO4 |
| ACECQA -A7 | Learners with special/additional needs | LO3 |
| ACECQA -C4 | Teaching methods and strategies | LO1, LO2 |
| ACECQA -C5 | Children with diverse needs and backgrounds | LO3 |
| ACECQA -D5 | Culture, diversity and inclusion | LO3 |
| ACECQA -E3 | Ethics and professional practice | LO4 |
Australian Professional Standards for Teachers - Graduate Level
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:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)1.1 | Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | LO2, LO3, LO4 |
| APST(GA)1.2 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | LO1, LO3 |
| APST(GA)1.3 | Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds | LO1, LO2, LO3, LO4 |
| APST(GA)1.5 | Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. | LO1, LO3, LO4 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO3, LO4 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO2, LO3, LO4 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO3, LO4 |
| APST(GA)2.4 | Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO3, LO4 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO3, LO4 |
| APST(GA)2.6 | Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | LO3 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO2, LO3, LO4 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO2, LO3, LO4 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO2, LO3, LO4 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO3, LO4 |
| APST(GA)3.5 | Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | LO2, LO4 |
| APST(GA)3.6 | Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | LO2 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO2, LO3, LO4 |
| APST(GA)4.2 | Demonstrate the capacity to organise classroom activities and provide clear directions. | LO2, LO4 |
| APST(GA)4.4 | Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. | LO3, LO4 |
| APST(GA)4.5 | Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. | LO3, LO4 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO1, LO3, LO4 |
| APST(GA)5.2 | Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | LO1, LO4 |
| APST(GA)5.5 | Demonstrate 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. | LO3 |
| APST(GA)6.1 | Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | LO4 |
| APST(GA)6.3 | Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. | LO4 |
| APST(GA)7.1 | Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. | LO4 |
| APST(GA)7.2 | Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. | LO4 |
Content
Topics will include:
- A range of evidence-based effective teaching and learning approaches that support inclusive student engagement in learning, including:
- questioning and discussion
- student-centred learning
- collaborative learning
- integrating ICT
- Teacher behaviours to promote positive engagement: setting achievable and challenging learning goals, giving clear directions, with-it-ness, attention moves,
- Promoting intellectual quality: deep knowledge and understanding, critical thinking, higher-order thinking
- An examination of curriculum requirements of states and systems
- General capabilities and cross-curriculum priorities, esp. ICT + literacy and numeracy in the teaching areas , and Aboriginal and Torres Strait Islander histories and cultures
- Curriculum theory and planning processes for the development of a unit of work, including scope and sequence, learning outcomes, learning activities, and sequences, resources, assessment and evaluation strategies relevant to the nominated educational setting
- Situational analysis of the educational setting and system or organisation in which the pre-service teacher is placed
- Differentiation of curriculum, teaching strategies and assessment to engage diverse learners, including:
- learners across the full range of abilities
- learners from diverse linguistic, cultural, religious and socioeconomic backgrounds
- EAL/D learners and
- learners from Aboriginal and Torres Strait Islander backgrounds
- Introduction to a range of assessment strategies – for, of and as learning – the role of feedback, ways of providing timely and appropriate feedback
- Processes for evaluating teaching and assessing learning, using a range of evidence sources including critical reflection, student/child learning data and supervisor feedback, to modify teaching practice and improve learning
- The Digital Portfolio of Professional Practice: continuing to compile, reflect upon and annotate evidence of attainment of the Australian Professional Standards for Teachers: Graduate level.
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. To achieve a passing standard in this unit, pre-service teachers will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy.
The learning and teaching strategy for this unit is based on a social constructivist approach to develop pre-service teachers’ understanding of planning and assessment and skills in applying effective pedagogies. This learning and teaching strategy recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes: content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources and a professional experience placement. Skills of professional communication and the ability to work collaboratively will be practised through group activities.
This provides opportunities for pre-service teachers to build their skills of a range of teaching strategies. Teaching skills of planning and assessing, and the ability to locate and synthesise information, will be developed through designing curriculum appropriate for a specific educational setting. Placement will enable pre-service teachers to engage with experienced practitioners and to make links between theory and its application to the learning environment. They will continue to gather and reflect upon evidence of their attainment of the Australian Professional Standards for Teachers: Graduate, in the Digital Portfolio.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
PROFESSIONAL EXPERIENCE TEACHING REQUIREMENTS
Within this Effective Teaching unit pre-service teachers will undertake, in pairs where possible, a professional experience placement comprising 15 days in an educational setting.
- A pre-service Primary teacher – in a primary context
- A pre-service Early Childhood and Primary (ECP) teacher – in an upper (3-6) Primary context
- A pre-service teacher preparing to teach across Primary and Secondary – in a Primary context, or with the permission of the Lecturer-in-Charge, alternatively a Secondary context
- A pre-service Secondary teacher – in a Secondary context
Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of class and educational setting. In collaboration with 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/groups. 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 15 days is:
- 5 days prior to the commencement of the block, for example one day a week, by negotiation with the educational provider
- Two weeks (10 days) of continuous engagement (the “Block”).
Recommended Teaching Experiences
The following engagements are recommended across the 15-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
Days 1 – 2 : Orientation, observation and assisting the supervising teacher/s
Days 2 – 5: Observation and assisting the supervising teacher/s, plus planning and implementation of one teaching episode per day with a focus on small groups and practising the skills developed through micro-teaching opportunities.
Block Practicum: Days 6 – 15
Proposed Teaching Expectations
Days 6 – 10: Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day, including small groups, taking responsibility for whole classes and managing routines.
Days 11 – 15: Observation and assisting the supervising teacher/s, plus planning and implementation of two or three teaching episodes per day, build to teaching a half load including small groups, taking responsibility for whole classes and managing routines and transitions. Practicum reflection, self-auditing and evaluation.
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.
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. This Effective Teaching unit will focus on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes, the Australian Children's Education and Care Quality Authority (ACECQA) and the Australian Professional Standards for Teachers (APST): Graduate level.
The two assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills. Through completing Assessment Task 1 pre-service teachers have the opportunity to demonstrate knowledge of teaching strategies. Assessment Task 2 requires pre-service teachers to apply their knowledge of curriculum planning and teaching and assessment strategies in the development of a unit of work/sequence of learning appropriate for use in a specific educational setting. Professional placement facilitates connections with the ‘real world’ of learning and teaching, thereby enriching the development of understanding and skills that prepare pre-service teachers for their role as teacher.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete ALL assessment tasks and achieve an overall Pass grade.
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).
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Description and analysis of Teaching Strategies In small groups, research an evidence-based teaching strategy, and analyse it including a rationale, description, summary of evidence of its effectiveness with reference to research into learning and recommendations for appropriate classroom applications. Create a presentation of a short activity using your selected teaching strategy, modelling explicit teaching and learner engagement. Employ effective verbal/non-verbal and multi-modal communication strategies. Engage participants and model timely feedback to participants. Review presented strategy/ies to evaluate their potential to improve practice and student learning | 40% | LO1, LO2 | GC1, GC2, GC4, GC7, GC9 | ACECQA -A4, APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.2, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)5.1, APST(GA)5.2 |
Assessment Task 2: Outline of a Unit of Work Critical Task Design an overview for a sequence of learning experiences (mini unit of work) for a specified context and group of learners. Include the following:
From the planned overview of a sequence of learning, identify evidence addressing each of the following APST descriptors APST 2.1,2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4 | 60% | LO1, LO2, LO3 | GC1, GC2, GC4, GC7, GC9 | ACECQA -A7, ACECQA -C4, ACECQA -C5, ACECQA -D5, APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)5.5 |
Hurdle Requirement 1: Preparation for the Professional Experience Placement Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their 'Working with Children check' is current. | Pass/Fail | LO4 | GC1, GC2, GC3, GC4, GC7, GC11, GC12 | ACECQA -A4, ACECQA -E3, APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2 |
Professional Experience Assessment Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within the relevant (early childhood, primary or secondary) setting. Refer to Professional Experience Handbook and Report. A pass grade for this task will be awarded following:
Notes:
| Pass/Fail | LO4 | GC1, GC2, GC3, GC4, GC7, GC11, GC12 | ACECQA -A4, ACECQA -E3, APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum and Reporting Authority (ACARA). (2019). https://www.acara.edu.au/
Relevant State and Territory curriculum documents.
Recommended references
Australian Government: Education Council. (2015). National Aboriginal and Torres Strait Islander Education Strategy 2015. https://www.dese.gov.au/indigenous-education/resources/national-aboriginal-and-torres-strait-islander-education-strategy-2015
Australian Government. (2019). National Aboriginal and Torres Strait Islander Curricula Project. https://www.indigenous.gov.au/teaching-guides/curricula-project
Brady, L., & Kennedy, K. (2018). Curriculum construction (6th ed.). Pearson Australia.
Churchill, R., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Shaw, K., et al. (2022). Teaching: Making a difference (5th ed.). John Wiley & Son Australia.
Cleak, H., & Wilson, J. (2019). Making the most of field placement (4th ed.). Cengage Learning Australia.
Foreman, P. (2017). Inclusion in action (5th ed.). Cengage Learning Australia.
Ewing, R., Kervin, L., Glass, C., Gobby, B., Le Cornu, R., & Groundwater-Smith, S. (2020). Teaching challenges and dilemmas (6th 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
Orlich, D., Harder, R. Trevison, M., Brown, A., & Miller, D. (2018). Teaching strategies: A guide to effective instruction (11th ed.). Cengage Learning US.
Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. Journal of Effective Teaching, 15(1), 20-33.
Roblyer, R., & Hughes, J. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (8th ed.). Pearson Education.
Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016). Learning for teaching, Teaching for learning (3rd ed.). Cengage Learning Australia.