Course Outline
EDU106 Professional Experience: Connecting with Learning and Teaching
Course Coordinator:Stephanie Menzies (smenzie1@usc.edu.au) School:School of Education and Tertiary Access
2023Semester 2
UniSC Sunshine CoastUniSC Moreton BayUniSC Fraser Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This professional placement course provides an introduction to classroom professional practice in primary schools. You will gain experience in designing, planning and implementing learning experiences which meet the needs of primary school children. You will develop an understanding of the Australian Professional Standards for Teachers (Graduate Level). You will undertake a 10 day Professional Experience (PEx) where you will have opportunity to develop your skills in learning engagement, classroom management and reflective practice.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – You are required to engage with online learning materials. These materials may include powerpoints, videos, readings etc. | 2hrs | Week 1 | 10 times |
| Tutorial/Workshop 1 – A blended learning approach is used to deliver this course, including materials and activities accessed through Canvas. This course will be supported by face-to-face tutorials. | 2hrs | Week 1 | 10 times |
| Placement – This course includes a 10 day placement in a Primary School setting. Dates can be found on Sonia Online. | 72.5hrs | Week 12 | Once Only |
Course Topics
USC Code of Conduct, ethical practice,legislative requirements, and professional responsibilities
Australian Professional Standards for Teachers
Effective Teaching and Learning Strategies
Introduction to Classroom Management
Create, co-plan and implement effective lessons for primary school children
What level is this course?
100 Level (Introductory)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
| 1 | Apply your understanding of effective pedagogy to create student-centred teaching episodes, based on Australian Curriculum documents, suitable for use with small groups of primary students. |
Knowledgeable Creative and critical thinker Empowered |
1, 1.1, 1.2, 1.3, 2, 2.1, 2.2, 2.5, 3, 3.1, 3.3, 3.4, 3.5, 4, 4.2, 5.1, 6.3, 7 |
| 2 | Apply your knowledge of effective classroom management strategies to implement and manage learning activities suitable for primary school children. |
Knowledgeable Creative and critical thinker Empowered |
3.5, 4, 4.1, 4.2, 4.3, 4.4, 4.5 |
| 3 | Critically reflect on your classroom experiences to enhance your understanding of effective teaching and learning practices and provide evidence you are attaining the Australian Professional Standards for Teachers (Graduate Level). |
Empowered Sustainability-focussed |
6, 6.1, 6.2, 6.3, 6.4 |
| 4 | Collaborate with peers, academic staff and supervising teachers in order to accept and respond to feedback professionally, leading to improved practice as a preservice teacher. |
Ethical Engaged |
6, 6.2, 6.3, 6.4, 7, 7.1, 7.2, 7.4 |
| 5 | Communicate to present a clear coherent and independent exposition of knowledge and ideas. |
Empowered Ethical Engaged |
3.5, 6.2, 6.3, 6.4, 7, 7.1, 7.2 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
| 1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
| 1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
| 1.3 | Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: 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 | PROFESSIONAL KNOWLEDGE: Know the content and how to teach it |
| 2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
| 2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 3 | PROFESSIONAL PRACTICE: Plan for and implement effective teaching and learning |
| 3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
| 3.3 | Use teaching strategies: Include a range of teaching strategies. |
| 3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
| 3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
| 4 | PROFESSIONAL PRACTICE: Create and maintain supportive and safe learning environments |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.2 | Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions |
| 4.3 | Manage challenging behaviour: Demonstrate knowledge of practical approaches to manage challenging behaviour. |
| 4.4 | Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. |
| 4.5 | Use ICT safely, responsibly and ethically: 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 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
| 6 | PROFESSIONAL ENGAGEMENT: Engage in professional learning |
| 6.1 | Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
| 6.2 | Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers |
| 6.3 | Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
| 6.4 | Apply professional learning and improve student learning: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. |
| 7 | PROFESSIONAL ENGAGEMENT: Engage professionally with colleagues, parents/carers and the community |
| 7.1 | Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
| 7.2 | Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
| 7.4 | Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
EDU105 and enrolled in Program ED304
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Limited Grading (PNP)
Details of early feedback on progress
In weeks 4 and 8 students will receive feedback on whether they are meeting expectations associated with the Code of Conduct.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Code of Conduct | Individual | Semester of enrolment |
Week 1 | Online Submission |
| All | 2 | Examination - not Centrally Scheduled | Individual | 60 minutes |
Week 5 | Online Test (Quiz) |
| All | 3 | Oral and Written Piece | Individual | 800 words approx + 8 minute presentation |
Week 8 | Online Assignment Submission with plagiarism check and in class |
| All | 4 | Placement performance | Individual | 10 days PEx + associated documentation |
Week 13 | SONIA |
| All | 5 | Activity Participation | Individual | 2 hour workshop in Week 14 |
Refer to Format | Online Assignment Submission with plagiarism check and in class |
| All - Assessment Task 1:Code of Conduct | |
| Goal: | The goal of this task is to critically analyse the Code of Conduct for the School of Education and reflectively operate within its guidelines during academic coursework and a work integrated learning (WIL) experience. |
| Product: | Code of Conduct |
| Format: | To acknowledge your agreement with the responsibilities and behaviours detailed with the Code of Conduct you must successfully complete a short quiz during Week 1 tutorial. You must conduct yourself in accordance with the Code of Conduct guidelines while completing your PEx, during your class work on campus as well as when identifiable as a USC student. See Canvas for your discipline specific Code of Conduct. |
| Criteria: |
|
| All - Assessment Task 2:Connecting with Learning and Teaching | |
| Goal: | The goal of this task is to examine your understanding of the learning materials from week 1-5 (inclusive). |
| Product: | Examination - not Centrally Scheduled |
| Format: | This 60 minute quiz will examine your understanding of the course material from weeks 1-5 (inclusive). You must receive 70% accuracy to pass this assessment. NB: This task must receive a PASS grade to successfully complete the requirements of this course. |
| Criteria: |
|
| All - Assessment Task 3:Lesson Plan and presentation (Years P-6) | |
| Goal: | The goal of this task is to develop a lesson plan to demonstrate relevant and engaging learning and teaching strategies to address the educational needs of primary school students in any curriculum area. You will also implement part of this lesson in a micro-teaching setting. |
| Product: | Oral and Written Piece |
| Format: | You are required to create an individual lesson plan utilising the EDU106 lesson plan template available on Canvas. It is expected that part of your lesson will be taught and assessed in tutorials. You will teach part of your lesson to small groups of your colleagues during class tutorials in weeks 8-9. When presenting in front of your colleagues you are to position yourself as the teacher while your colleagues are to position themselves as students. After each presentation, you will receive feedback from your colleagues. NB: This assessment task must receive a PASS grade to enable progression to PEx. |
| Criteria: |
|
| All - Assessment Task 4:Professional Experience | |
| Goal: | Demonstrate achievement of the APST criteria listed on the PEx Final Report through professional knowledge, professional practice and professional engagement. |
| Product: | Placement performance |
| Format: | During your PEx you are required to complete the professional practice and professional engagement outlined in the PEx Handbook for EDU106. To be eligible to Pass you are required to complete the PEx satisfactorily according to the criteria listed on the EDU106 PEx Final Report. Your PEx Final Report will be completed by your Supervising Teacher and submitted through Sonia. Please ensure you read and sign your Final Report. |
| Criteria: |
|
| All - Assessment Task 5:Course Debrief | |
| Goal: | The goal of this task is to reflect on your PEx experience to develop an extended understanding of the alignment between the APST, the teaching cycle and areas for professional learning. |
| Product: | Activity Participation |
| Format: | You are required to complete a reflection-on-action using a SWOT analysis of your experiences during the PEx. The evidence you collected during the PEx will be evaluated against the Australian Professional Standards for Teachers at Graduate stage. You are also required to update your APST portfolio. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Recommended | Churchill/John Wiley & Sons Australia | 2022 | Teaching Making A Difference | 5 | John Wiley & Sons Australia |
| Recommended | Roy Killen | 2016 | Effective Teaching Strategies | 7 | Cengage Learning |
Specific requirements
To undertake this course, students must possess a Blue Card (application for this document is made through the University; students should consult the Professional Experience Handbook for further details). It is expected that you will have access to the internet to access electronic material available online via the University Canvas site and the library. It is also expected that you will have transportation to the PEx site provided for this course and have appropriate professional attire for the ten days of PEx.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Limited Graded Course: This course will be graded as Pass in a Limited Grade Course (PU) or Fail in a Limited Grade Course (UF) as per clause 4.1.3 and 4.1.4 of the Grades and Grade Point Average (GPA) - Institutional Operating Policy of the USC. In a course eligible to use Limited Grades, all assessment items in that course are marked on a Pass/Fail basis and all assessment tasks are required to be passed for a student to successfully complete the course. Supplementary assessment is not available in courses using Limited Grades.
Assessment: Submission penalties
You must contact your Course Coordinator and provide the required documentation if you require an extension or alternate assessment.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au