Course Outline
EDU205 Professional Experience: Facilitating the Learning Environment
Course Coordinator:Anne Drabble (adrabble@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
In this course you will develop knowledge of classroom management strategies that support effective teaching and learning in classrooms in primary schools. Emphasis is placed on approaches for guiding behaviours to meet the diverse needs of students with a range of capabilities including students with challenging behaviours. You will complete a 20-day block PEx to demonstrate implementation of the Essential Skills of Classroom Management. You will teach a range of curriculum subject areas to strengthen your professional practice in planning, teaching, assessing and reflecting.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Using the Modules in Canvas, you are required to independently access and engage with the asynchronous learning materials, activities, readings and resources available for this course. | 2hrs | Week 1 | 10 times |
| Tutorial/Workshop 1 – There is a scheduled two hour weekly tutorial. Tutorial notes will be available to accompany all tutorials to support your learning. Tutorials run from Week 1 - Week 9. The final tutorial is run as a Debrief Workshop in Week 16 | 2hrs | Week 1 | 10 times |
| Placement – You will complete 20 consecutive days of PEx in a primary school classroom. The PEx Handbook includes specific requirements for the PEx, including the PEx dates. The Handbook can be accessed on SONIA | 160hrs | Week 11 | Once Only |
Course Topics
Course Topics:
- An introduction to classroom behaviour and behaviour management
- Challenging behaviours and disengaged students
- Code of Conduct
- Embedding guiding behaviour and classroom management strategies in professional practice
- Lesson planning and Lesson sequences
- Meeting the diverse needs of students
- Professional Knowledge, Professional Practice and Professional Engagement for Professonal Experience (PEx)
- The Australian Curriculum and associated subject areas and achievement standards
- The teaching cycle (planning, teaching, assessing, reflecting and evaluating)
What level is this course?
200 Level (Developing)
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 | Demonstrate compliance with the Code of Conduct to different audiences. |
Knowledgeable Ethical Sustainability-focussed |
7, 7.1, 7.2 |
| 2 | Implement the Australian Curriculum subject areas across all aspects of the teaching cycle (planning, teaching, assessing, reflecting and evaluating) with reference to the APST. |
Knowledgeable Engaged Sustainability-focussed |
1, 2, 3, 4, 5.1 |
| 3 | Communicate and apply the Essential Skills of Classroom Management (ESCM) and other approaches to managing behaviour in professional practice |
Knowledgeable Ethical |
1, 4, 4.1, 4.2, 4.3, 4.4 |
| 4 | Select teaching strategies to support communication with different audiences. |
Knowledgeable Empowered Engaged |
6, 6.1, 6.2, 6.4 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
| 2 | PROFESSIONAL KNOWLEDGE: Know the content and how to teach it |
| 3 | PROFESSIONAL PRACTICE: Plan for and implement effective teaching and learning |
| 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. |
| 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 |
| 6.4 | 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. |
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
(EDU106 and enrolled in Program ED304) or (EDU105 and enrolled in Program ED306)
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Understanding of the Australian Professional Standards for Teachers. (Graduate Stage)
How am I going to be assessed?
Grading Scale
Limited Grading (PNP)
Details of early feedback on progress
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 | The semester, including the PEx. |
Week 2 | Online Submission |
| All | 2 | Quiz/zes | Individual | Task 2 includes four online quizzes, each quiz should take 30 minutes to complete. |
Refer to Format | Online Test (Quiz) |
| All | 3a | Artefact - Creative, and Oral | Individual | Task 3 has two parts: Oral: 10 minute presentation in Week 7 tutorials or Week 8 tutorials. Written: One double sided A4 page for the Infographic. 500 words or equivalent. |
Refer to Format | Online Assignment Submission with plagiarism check and in class |
| All | 3b | Activity Participation | Individual and Group | In Week 4 - Week 6, you will actively participate in groups to create a lesson plan for a primary classroom. 1000 words or equivalent. |
Refer to Format | Online Assignment Submission with plagiarism check and in class |
| All | 4 | Placement performance | Individual | 7.25 hours each day for 20 consecutive days as scheduled. In addition to the initial site visit to meet the Supervising Teacher and Site Coordinator. |
Refer to Format | SONIA |
| All | 5 | Artefact - Professional | Individual | 2 hour debrief tutorial as scheduled to share PEx experiences using the SWOT analysis. 500 words or equivalent. |
Refer to Format | Online Assignment Submission with plagiarism check and in class |
| All - Assessment Task 1:Code of Conduct | |
| Goal: | The goal of Assessment Task 1 is to understand, agree to, and comply with the Code of Conduct. This Assessment Task must achieve a Pass (PU) to pass this course. |
| Product: | Code of Conduct |
| Format: | Task 1: has two parts. A copy of the Code of Conduct is due midnight Friday Week 2; and a signed copy of the Code of Conduct is included in your PEx File. |
| Criteria: |
|
| All - Assessment Task 2:Classroom Management and Professional Practice Quizzes Quizzes | |
| Goal: | The goal of Assessment Task 2 is to demonstrate your knowledge and understanding of the teaching cycle, theorists, classroom management and challenging behaviours in school contexts. This Assessment Task must achieve a Pass (PU) to pass the course. A Pass (PU) for Assessment Task 2 is a minimum score of 80% for each quiz. |
| Product: | Quiz/zes |
| Format: | Each quiz is due midnight Friday, Week 2; Week 4; Week 6 and Week 8. You will be provided with learning materials for each quiz. |
| Criteria: |
|
| All - Assessment Task 3a:Classroom Management Plan | |
| Goal: | The goal of Assessment Task 3a is to create and present an infographic of your personal classroom management plan. This Assessment Task must achieve a Pass (PU) to pass this course. |
| Product: | Artefact - Creative, and Oral |
| Format: | You will present a creative Infographic to demonstrate a personal plan for managing classroom behaviours, including theorists, ESCM and the APST. The Infographic is due midnight Friday the week you present i.e., Week 7 or Week 8. |
| Criteria: |
|
| All - Assessment Task 3b:Lesson planning and ESCM | |
| Goal: | The goal of Assessment Task 3b is to collaborate in groups to create a lesson plan including the ESCM, using your knowledge and understanding from Task 3a. This Assessment Task must achieve a Pass (PU) to pass this course. |
| Product: | Activity Participation |
| Format: | You will collaborate in groups using your collective knowledge and understanding from Task 3a to create a lesson plan. The lesson plan template provided identifies sections that require group input, and sections that require individual input. The lesson plan is due midnight Friday Week 7. |
| Criteria: |
|
| All - Assessment Task 4:EDU205 PEx | |
| Goal: | The goal of Assessment Task 4 is to demonstrate preparedness for the PEx with an organised PEx file containing relevant documents, and achievement of the APST in the PEx Final Report. This Assessment Task must achieve a Pass (PU) to pass this course. |
| Product: | Placement performance |
| Format: | The documents required in your PEx File are provided in the Learning Materials. The requirements of the PEx are outlined in the PEx Handbook in Sonia. |
| Criteria: |
|
| All - Assessment Task 5:PEx Compulsory Debrief. | |
| Goal: | The goal of Assessment Task 5 is to reflect on the PEx experience using a SWOT analysis to identify areas of strength and areas to improve knowledge, practice and engagement This Assessment Task must achieve a Pass (PU) to pass this course. |
| Product: | Artefact - Professional |
| Format: | You will use the SWOT analysis template provided to reflect on the PEx experience and identify areas for professional learning. SWOT analysis due midnight Friday Week 15 (after the debrief tutorial). |
| 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
Specific requirements
Current Blue Card for PEx required in this course. 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 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