Course Outline

EDU106 Professional Experience: Connecting with Learning and Teaching

Course Coordinator:Stephanie Menzies ( School:School of Education and Tertiary Access

2023Semester 2

UniSC Sunshine Coast

UniSC Moreton Bay

UniSC 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 for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


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)

Engaging with discipline knowledge and skills at foundational level, broad application of knowledge and skills in familiar contexts and with support. Limited or no prerequisites. Normally, associated with the first full-time study year of an undergraduate program.

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
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
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
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
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
3.5, 6.2, 6.3, 6.4, 7, 7.1, 7.2

* Competencies by Professional Body

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”.


EDU105 and enrolled in Program ED304


Not applicable


Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Limited Grading (PNP)

Pass (PU), Fail (UF). All assessment tasks are required to be passed for successful completion of the course.

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
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
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.
No. Learning Outcome assessed
Critically review Code of Conduct and complete online quiz. Upload a screen shot of your results to canvas
Professional behaviour in class activities (tutorials, course debrief) in accordance with the School of Education’s Code of Conduct
All - Assessment Task 2:Connecting with Learning and Teaching
The goal of this task is to examine your understanding of the learning materials from week 1-5 (inclusive).
Product: Examination - not Centrally Scheduled
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.
No. Learning Outcome assessed
Knowledge of how students and teachers connect with learning and teaching.
All - Assessment Task 3:Lesson Plan and presentation (Years P-6)
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
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.
No. Learning Outcome assessed
Knowledge of the Australian Curriculum, teaching strategies, effective classroom management & collaboration when planning learning activities for primary students.
1 2 3
Effective communication of expectations, management of learning activities, and questioning to facilitate student learning.
1 2 3
Reflection on planning and teaching performance
3 4
Written and verbal communication skills and academic literacies including English expression, grammar, spelling, punctuation, and APA referencing conventions
All - Assessment Task 4:Professional Experience
Demonstrate achievement of the APST criteria listed on the PEx Final Report through professional knowledge, professional practice and professional engagement.
Product: Placement performance
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.
No. Learning Outcome assessed
Application and understanding of professional knowledge.
1 2 3 4 5
Application and understanding of professional practice.
1 2 3 4 5
Application and understanding of professional engagement
1 2 3 4 5
All - Assessment Task 5:Course Debrief
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
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.
No. Learning Outcome assessed
Communicates understanding of the Australian Professional Standards for Teachers and the identification of professional learning needs
Analysis and evaluation of Professional Experience performance and achievements.

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?

Risk assessments have been performed for all field activities and a low level of health and safety risk exists. Some risks concerns may include working in an unknown environment as well as slip and trip hazards. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

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.


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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

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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

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