Course Coordinator:Michael Nagel (email@example.com) School:School of Education and Tertiary Access
UniSC Sunshine Coast
UniSC Moreton Bay
|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.
You will critically reflect on professional practice and the management of learning environments through a 25 day PEx placement. You will apply deep knowledge of preventative and intervention strategies to facilitate student learning. You will apply your creativity and skills to your professional practice to make judgments and develop lesson plans. You will adhere to workplace health and safety requirements, university and employer codes of conduct, and update your portfolio to reflect and demonstrate your autonomy and ongoing achievement of the Australian Professional Standards for Teachers.
|Learning materials – Prerecorded videos and associated activities to introduce main concepts each week and consolidate modules.||2hrs||Week 1||10 times|
|Tutorial/Workshop 1 – A blended learning approach is used to deliver this course, including a mix of synchronous and asynchronous materials and activities accessed through CANVAS. This course will be supported by technology-enabled learning and teaching including zoom.||2hrs||Week 1||10 times|
|Placement – 25 days placement commences week 11||150hrs||Week 11||Once Only|
Topics in this course include:
700 Level (Specialised)
|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 knowledge and understanding of educational research that connects teaching strategies, behaviour management (both verbal and non-verbal) with learner engagement and inclusion.||
1.1, 1.2, 1.3, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2
|2||Apply knowledge of teaching and learning, verbal and non-verbal behaviour management, and learner engagement to lesson planning and delivery; including beginning to make consistent judgements in assessment.||
1.1, 1.2, 1.3, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2
|3||Demonstrate and critically reflect on professional ethical practice based on the Australian Professional Standards for Teachers, Codes of Conduct and school-based policies and procedures, and WILS preplace tasks. Respond to mentor feedback to identify professional learning needs.||
1.1, 1.2, 1.3, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2
|4||Demonstrate an understanding of the relevant issues and the strategies and resources available to support the safe, responsible and ethical use of ICT in learning and teaching, including parental/carer involvement where appropriate.||
1.1, 1.2, 1.3, 1.6, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 7.1, 7.2
|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.|
|1.2||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.|
|1.6||Strategies to support full participation of students with disability: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.|
|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.|
|2.3||Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.|
|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.|
|3.4||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|
|3.7||Engage parents/carers in the educative process: Describe a broad range of strategies for involving parents/carers in the educative process.|
|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.|
|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.|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
EDU765 and enrolled in Program ED706
Limited Grading (PNP)
Feedback will be provided to students in weeks two and three through tutorial discussions and reflections.
|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 study
|Week 10||Online Submission|
Lesson plan: 2000 words Lesson delivery:10 minutes
|Refer to Format||In Class|
|Refer to Format||SONIA|
|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 a work integrated learning (WIL) experience.
|Product:||Code of Conduct|
During your WIL experience you are required to complete 25 days of work experience. To be eligible to pass, you are required to complete the Supervised Professional Experience Placement satisfactorily according to the criteria below. See CANVAS for your discipline specific Code of Conduct.
|All - Assessment Task 2:Managing the Learning Environment|
The goal of this task is to provide a simulated classroom context for you to practise your planning and the adaptions required when managing a learning environment.
Submit: Lesson Plan: Week 6 tutorial. Teaching segment;Weeks 7 - 10. Prepare a lesson plan for a 10 minute teaching segment in one of your teaching areas that includes plans for managing the learning environment. You must demonstrate learning goals for the full range of abilities. This lesson plan will be submitted in Week 6 prior to the commencement of all lesson presentations.Deliver the 10 minute teaching segment and respond by managing the learning environment to support student learning, inclusion, engagement and safety as appropriate for the phase of learning. During the lesson a variety of classroom management challenges will be encountered through roles played by class members. You as the teacher will need to manage the challenges as they occur. You may need to adapt your prepared lesson plan and teaching strategies in response to the needs presented by the students and the learning behaviours presented. At the conclusion of the teaching episode you will need to add a personal reflection of your experience to the plan and resubmit the plan and reflection.
|All - Assessment Task 3:Supervised Professional Experience SPE Report and ePortfolio|
The goal of this task is to engage in learning and teaching experiences in secondary schools related to one of your teaching areas.
Submit: SPE Report: automatically added to SONIA at the completion of the SPE Report Form. You will engage in 25 days of Supervised Professional Experience. During this time you will undertake teaching, observations and reflections of learning and engage with the school community to explore professional practice. During this professional experience you will be focussed on developing your ability to design learning experiences that support diverse learners and developing your skills at managing the learning of individuals, small groups and the class as a whole group. You will also develop strategies to involve parents and carers as appropriate. You will develop your capacity to use ICT safely, responsibly and ethically. Your reflections should also include how you have responded to supervisor feedback and how this impacts on your professional development.
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.
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.
You will need to have professional attire suitable to wear on 25 days of professional experience. You need to access suitable transport to supervised professional experience venues for the duration of your supervised professional experience.
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.
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.
You must contact your Course Coordinator and provide the required documentation if you require an extension or alternate assessment.
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 SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email firstname.lastname@example.org.
The SafeUSC 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 email@example.com.
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 firstname.lastname@example.org.
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 email@example.com or call 07 5430 1226.
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.
For more information on Academic Learning & Teaching categories including:
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
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