Unit rationale, description and aim

Includes: a specified number of placement days in an educational setting

Teaching is a multi-faceted profession and teachers need to have a practical understanding of the complexities of the teacher’s role in order to inform their teaching practice and meet the challenges of teaching in a rapidly changing world.

For various reasons, pre-service teachers may be required to undertake days of professional experience placement that are in addition to the total number of days normally specified in their course. These additional days must be undertaken in defined settings (e.g., early childhood centre, primary or secondary school) to meet jurisdictional teacher registration requirements. This unit provides pre-service teachers with a means to meet these requirements with the number of placement days and setting being specified by the lecturer-in-charge on a case-by-case basis.

2025 10

Campus offering

No unit offerings are currently available for this unit

Prerequisites

EDET100 Effective Teaching 1: Becoming a Teacher

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.

Demonstrate an understanding of key factors that i...

Learning Outcome 01

Demonstrate an understanding of key factors that influence teacher identity and practice associated with a specified teaching discipline (early childhood, primary, secondary). (APST 1.1, 1.2, 2.1)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7

Demonstrate knowledge of the legal and ethical req...

Learning Outcome 02

Demonstrate knowledge of the legal and ethical requirements of teachers, and policies and strategies for providing safe and supportive environments for children and young people in a specified teaching discipline (early childhood, primary, secondary). (APST 3.5, 4.2, 4.4, 4.5, 7.1, 7.2)
Relevant Graduate Capabilities: GC1, GC2

Apply introductory knowledge of curriculum, commun...

Learning Outcome 03

Apply introductory knowledge of curriculum, communication and teaching strategies to organise content and design and implement learning activities to engage learners in a specified teaching discipline (early childhood, primary, secondary). (APST 1.1, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 5.1, 7.2)
Relevant Graduate Capabilities: GC1, GC2

Complete a successful professional experience in a...

Learning Outcome 04

Complete a successful professional experience in a defined educational setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice in a specified teaching discipline (early childhood, primary, secondary). (APST 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.2, 4.4, 4.5, 5.1, 5.2, 6.1, 6.3, 7.1, 7.2)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC8, GC10

Content

Students in this unit will choose content topics that are relevant to the type of teaching they wish to pursue (early childhood, primary, secondary).

Topics will include:

The profession of teaching:

  • Teacher identity
  • Teacher self-care: physical and mental wellbeing and building resilience;
  • 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
  • Personal philosophies of teaching


Professional communication in educational contexts:

  • Characteristics of effective teachers,
  • Teacher behaviours to promote positive engagement - setting achievable and challenging learning goals, giving clear directions, with-it-ness (whole class awareness); attention-getting moves, establishing rules.
  • Building positive, safe and supportive learning environments, getting to know your learners, appropriate teacher-student communication


Introduction to teaching strategies:

  • Explicit strategies such as demonstrating and explaining
  • Strategies for teaching small groups
  • Introduction to technology and teaching: multi-modal communication


Introduction to planning:

  • The structure of Australian schooling and curriculum: stages of education and authorities (Federal, State, Catholic, Independent, and home schooling)
  • Setting clear and appropriate learning goals
  • Planning and implementing learning activities linked to curriculum content and learning outcomes
  • Formal and informal assessment strategies and strategies for providing appropriate feedback


The Professional Experience:

  • Observation, reflection and applying constructive feedback as strategies that guide professional learning and growth;
  • Prior to commencing the Professional Experience placement, pre-service teachers must complete a series of compulsory online preparation modules that includes a mandatory module on working with children and young people that focuses on responding to concerns and strategies to keep ourselves and others safe and support children, young people and vulnerable adults.


Assessment strategy and rationale

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, meet the learning outcomes of the unit 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.

The first hurdle task comprises a collection of preparatory tasks that must be completed to a high standard prior to commencement of the placement. The second comprises a placement – which is assessed on a pass/fail basis. 

Overview of assessments

Assessment Task 1: Critical Reflection Part A: ...

Assessment Task 1: Critical Reflection

Part A: Critically reflect on your journey towards teaching. What has led to you to this profession? Discuss your aspirations, role models, and goals. What skills/attributes do you possess that are relevant for the type of teaching you wish to pursue (early childhood, primary, secondary)? How have your recent educational experiences informed your trajectory towards teaching and where you see yourself in 3-5 years’ time? Include links to theories (e.g., teacher identity, professional learning, philosophy of teaching).  

 Part B: Demonstrate your knowledge of the relevant curriculum, policies and jurisdictional requirements associated with the type of teaching you wish to pursue (early childhood, primary, secondary).

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC3, GC7
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)2.1, APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)7.1, APST(GA)7.2

Assessment Task 2: Observation and Targeted Lesso...

Assessment Task 2: Observation and Targeted Lesson Plan

 Based on observations during the placement, describe the physical, social and intellectual development characteristics of a learner, a small group or a class within the placement setting.

Design a learning activity (lesson plan) to cater to the identified strengths and needs of the learner/s. Set learning goals and include teaching strategy/ies that provide achievable challenges for the identified learner/s and are linked to the content and learning outcomes of a specific curriculum/learning area. Demonstrate the capacity to organise classroom activities including the provision of clear directions on the implementation of the learning activity.

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC8, GC10
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, 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

Hurdle Requirement: Preparation for the Professio...

Hurdle Requirement: Preparation for the Professional Experience Placement

1.Prior to commencing the Professional Experience placement, pre-service teachers must provide evidence that they have completed a series of compulsory online preparation modules (attaining a score of 95% or above in each module) in the same calendar year as this placement. The modules may include:

  • Professional Standards;
  • Professional expectations and codes of conduct;
  • Legal requirements, including Duty of Care, Child Protection and Mandatory Reporting; and
  • Professional relationships.


2. Pre-service teachers must also complete (or provide evidence of having completed) the mandatory requirements as specified by the pre-service teacher's state/territory.

Weighting

Pass/Fail

Learning Outcomes LO2
Graduate Capabilities GC1, GC2
Standards APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)7.1, APST(GA)7.2

Professional Experience Assessment Professional ...

Professional Experience Assessment

Professional Experience requirements include compilation of evidence as required. (Refer to Professional Experience Handbook and Report). Compilation of evidence will include:

  • structured observation and analysis of educational setting and classroom contexts
  • preparation for all teaching episodes including the setting of goals, outcomes, content, assessment criteria catering for a variety of abilities and characteristics
  • relevant teaching resources
  • critical reflection on own teaching experiences
  • feedback from supervising teacher/s and university staff.


This evidence must be compiled into a well-presented and well-organised Professional Experience folder, which must be updated on a daily basis throughout the placement. Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.

Weighting

A pass or fail grade will be awarded for completion of the professional experience days

Learning Outcomes LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC8, GC10
Standards APST(GA)1.1, APST(GA)1.3, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2

Learning and teaching strategy and rationale

The learning and teaching strategies will include:

1.             Online activities

2.             Placement in a relevant educational setting

The unit includes a Learning Management System site that may include resources such as online links, announcements, discussion board(s), video illustrations of teaching practice and focused readings to address a wide spectrum of teaching contexts, practices and competencies.  

PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS

Within this unit pre-service teachers will undertake a professional experience placement comprising of a specified number of days in a defined educational setting (either early childhood centre, primary or secondary school) as determined by the  lecturer-in-charge.

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.


AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

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.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

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.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Representative texts and references

Required text(s)

Australian Curriculum https://www.australiancurriculum.edu.au/

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au

Relevant State and Territory curriculum documents.

Recommended references

Arthur et al. (2020). Programming and planning in early childhood (8th edition)

ACECQA. (2022). Belonging, being, becoming: Early learning years framework v2.0

Churchill, R., Shaw, K., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., & Moss, J. (2016[KM1] ). Teaching: Making a difference (5th ed.). Milton, Qld: John Wiley & Son Australia.

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