Course Outline

EDU339 Professional Experience: Curriculum Approaches and Pedagogies

Course Coordinator:Anne Drabble ( School:School of Education and Tertiary Access

2024Semester 1

UniSC Sunshine 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?


In this Professional Experience (PEx) course, you are introduced to teaching in primary schools. You will complete a 10-day PEx in a middle - upper primary classroom where you will use your knowledge of the Australian Curriculum, explicit instruction, and pedagogies from your early childhood PEx. to participate in the teaching cycle for primary classrooms through intentional planning, teaching, assessing, and reflecting. You will continue to demonstrate your knowledge of the APST through evidencing quality examples of engagement and achievement in your APST digital portfolio.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – Learning materials are independently accessed in Canvas. They include course learning content, activities, readings and resources for active engagement with course learning outcomes. 2hrs Week 1 9 times
Tutorial/Workshop 1 – Tutorials are on-campus synchronous tutorials, including technology-enabled blended learning. 2hrs Week 1 10 times
Placement – After your initial site visit to meet with your Supervising Teacher and to spend time in the classroom to prepare for the PEx, you will undertake 7.25 hours of PEx each day for 10 consecutive days of PEx in a Year 4 or Year 5 classroom in a primary school. The PEx Handbook includes specific requirements for the PEx, and can be accessed on SONIA. 72.5hrs Week 11 Once Only

Course Topics

Course topics:

  • ACARA curriculum subject areas for Year 4 and Year 5 with a focus on ACARA curriculum Technologies
  • Code of Conduct and ethical  behaviour for a school context
  • Diversity, inclusion and differentiated practices for students with a wide range of capabilities
  • Effective use of resources to promote student participation and engagement.
  • Essential Skills of Classroom Mangement and Positive Behaviour for Learning
  • Explicit Instruction
  • Planning lesson sequences and activities for Year 4 and Year 5
  • Professional Knowledge, Professional Practice and Professional Engagement for the 10-day PEx
  • The teaching cycle including planning, teaching, assessing, reflecting and evaluating

What level is this course?

300 Level (Graduate)

Demonstrating coherence and breadth or depth of knowledge and skills. Independent application of knowledge and skills in unfamiliar contexts. Meeting professional requirements and AQF descriptors for the degree. May require pre-requisites where discipline specific introductory or developing knowledge or skills is necessary. Normally undertaken in the third or fourth 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 Reflect on and establish connections between curriculum approaches and teaching in the early years and in primary schools Knowledgeable
1.1, 1.5, 2.1, 2.3, 3.2, 3.3, 5.4
2 Demonstrate compliance with the Code of Conduct to difference audiences. Ethical
7.1, 7.2
3 Engage professionally in the school community to evidence engagement with the APST in the areas of Knowledge, Practice and Engagement Engaged
7.1, 7.2, 7.4
4 Plan and teach across a range of learning areas using collaborative , and explicit teaching strategies to promote learner engagement Engaged
2.1, 2.6, 3.1, 3.2, 3.3, 4.1, 4.5, 5.2
5 Identify areas for professional learning and improved practice Knowledgeable
6.1, 6.2, 6.3, 6.4

* Competencies by Professional Body

Australian Institute for Teaching and School Leadership
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.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
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
2.3 Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.6 Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1 Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Use teaching strategies: Include a range of teaching strategies.
4.1 Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities.
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.
5.2 Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning
5.4 Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
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.
7.1 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”.


EDU217 or EDU336 and enrolled in Program ED303


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


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 Activity Participation Individual
Semester of enrolment including the PEx
Week 2 Online Submission
All 2 Portfolio Individual
2000 words or equivalent.
Week 10 Online ePortfolio Submission
All 3 Artefact - Creative, and Oral Individual
Oral: In-class presentation 10 minutes

1000 words or equivalent
Week 7 Online Assignment Submission with plagiarism check and in class
All 4 Artefact - Creative, and Oral Individual and Group
2000 words or equivalent
Refer to Format Online Assignment Submission with plagiarism check and in class
All 5 Placement performance Individual
7.25 hours each day for 10 consecutive days of the PEx, including the initial site visit to meet your Supervising Teacher, and a two hour debrief tutorial following completion of the PEx.
Week 13 Online Submission
All - Assessment Task 1:Code of Conduct
The goal of Assignment 1 is to understand, agree to, and comply with the Code of Conduct for the school of Education and Tertiary Access.
Product: Activity Participation
You must comply with the Code of Conduct, throughout the course including the PEx.
One copy of the Code of Conduct must be submitted in Canvas and due midnight Friday Week 2.
A signed copy of the Code of Conduct must be included in your EDU339 PEx file.

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Compliance with all aspects of the Code of Conduct
All - Assessment Task 2:APST Portfolio
The goal of Assignment 2 is to collate evidence of engagement with, and achievement of, a sample of APST at graduate stage in prior to school contexts and school contexts.
Product: Portfolio
You will be provided with a template to use for your Portfolio to evidence the APST. You will be provided with initial feedback on Assignment 2 in Week 3 and Week 6.

Assignment 2 is submitted in Canvas and due midnight Friday Week 10.

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Explanation of engagement with the APST
Description of evidence of the APST
Identification of alignment between the APST in prior to school and school settings
All - Assessment Task 3:Infographic: my classroom management plan
The goal of Assignment 3 is to demonstrate knowledge of classroom behaviour, the Essential Skills of Classroom Management and Positive Behaviour for Learning.
Product: Artefact - Creative, and Oral
Assignment 3 Infographic: my classroom management plan

Oral: you have 10 minutes to present your Classroom Management Plan during Week 7 or Week 8 tutorials.
Artefact: Infographic is submitted in Canvas and due midnight Friday Week 7.

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Application of appropriate classroom management strategies for a school setting
Explanation of alignment of classroom management plan with theorists, ESCM, PBL and the APST
Communication to engage and inform audience in professional learning
All - Assessment Task 4:Lesson plan with a sequence of learning experience activities
The goal of Assignment 4 is to work collaboratively in groups to develop and present a lesson in a curriculum learning area with a sequence of learning resources to demonstrate knowledge of curriculum content.
Product: Artefact - Creative, and Oral
Assignment 4 Lesson plan with a sequence of learning resources has two parts.

Oral: 30 minute group presentation due in Week 8 or Week 9 tutorials.

Artefact: Lesson plan and sequence of learning resources is submitted in Canvas and due midnight Friday Week 8.

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Application of curriculum approaches in teaching
Explanation of alignment in the teaching cycle using explicit instruction
Collaboration in groups to evidence APST in teaching and learning
Development of age appropriate learning resources to support explicit teaching strategies
All - Assessment Task 5:Professional Experience (PEx) and Debrief
The goal of Assignment 5 is to demonstrate achievement of the APST in the PEx Final Report.
Product: Placement performance
Assignment 5: PEx and Debrief has two parts.

PEx: successful completion of the requirements of the 10 days PEx as outlined in the PEx Handbook.
Debrief: attend the debrief at the completion of the PEx and submit a SWOT analysis. The SWOT analysis is submitted in Canvas and due midnight Friday Week 13.

This assignment must achieve a Pass (PU) to pass the course.
No. Learning Outcome assessed
Evaluation of PEx experiences through reflection-for-action
Analysis of knowledge and practice for improved professional learning

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 Iva Strnadová,Michael Arthur-Kelly,Phil Foreman 2021 Inclusion in Action 6e n/a Cengage AU

Specific requirements

Current Blue Card for place-based field trip and the 10-day block PEx.
It is expected you will have access to the internet to access electronic material available online via the University  Canvas and the library. It is also expected that you will have transportation to the PEx site required for this course.

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

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.
 You are required to complete the PEx in consecutive days as a 10-day block PEx. Unavoidable days absent during the PEx are required to be completed as soon as possible in negotiation with the Supervising Teacher.




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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.

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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
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  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

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