CQUniversity Unit Profile.

This assessment task includes a written assessment AND a mandatory pre-placement component.  The mandatory component is designed to ensure you are registered for a placement and that you are familiar with all requirements for participation in this unit. You will complete an electronic form in Sonia for this part of the task. Please read the details and instructions provided below carefully and complete this mandatory component prior to Census date. The task description for the written assessment for Assessment Task 1 follows directly below these instructions.

Mandatory pre-placement component

The university’s Work Integrated Learning Policy and Procedure requires all students to complete a Student Placement and Confidentiality Agreement on an annual basis. The Agreement outlines expectations for the appropriate conduct of students when representing the university in professional workplaces and requires your acknowledgement of these expectations.

You are required to complete the 2026 Agreement prior to Census Date for this unit. You will access the electronic agreement called “Student Placement and Confidentiality Agreement 2026” under the Forms tab in Sonia. You will need to locate the form in the dropdown menu at the top of the Forms page and click the Add button to be able to edit the form. 

You should respond to all statements and submit the form by the due date (Friday, 24th July, 2026).  Failure to submit the form by this date may result in cancellation of your enrolment in this unit.

You will be able to save a copy of the completed form to your desktop by clicking on the printer icon at the top of the form and selecting “Save as pdf”. A copy of the completed form should be added as an appendix to Assessment Task 1 and uploaded to the Moodle site for EDFE20035 Professional Praxis 2 through the link for submission of Assessment Task 1.

Response to Scenario Written Assessment - Assessment Task 1

The written assessment task builds your knowledge of practical strategies for creating and maintaining a safe, orderly learning environment. There are three parts to the task (Parts A, B and C) as outlined below. You must complete all parts of the task.

Part A

Access the Classroom Management Scenario and accompanying Responsible Behaviour Plan/Centre Policy relevant to your professional learning context (School or Kindergarten setting) on the Moodle site for this unit.

Prepare a written response that addresses steps 1 – 3 outlined below. The response for Part A should be no more than 1000 words.

1. What challenges to creating and maintaining safe and supportive learning environments are evident in the teaching and management practices illustrated in the scenario?
2. Analyse the scenario through a Multi-Tiered System of Supports (MTSS) framework. Propose two or more hypotheses to explain the causes or antecedents to the behaviours of learners described in the scenario and identify strategies that could be used to guide appropriate learning behaviour and support student engagement and motivation in the setting. Your analysis should specifically identify where Tier 1 universal supports were missing or ineffective and propose evidence-based Tier 1 interventions that could prevent similar issues for all students in the classroom. Support your hypotheses and proposed solutions through reference to evidence-based practices for effective classroom management and MTSS principles, and theories of motivation and engagement for learning.
3. Discuss the impact of teacher expectations on student behaviour in the scenario and explain your understanding of ways in which whole school/centre policies and relationship-building contribute to positive behaviours for learning and safe supportive classroom environments. Include discussion of how these elements align with MTSS Tier 1 universal prevention strategies.

Part B

Using the template provided, construct a classroom/environmental management plan that could be used to support the creation and maintenance of a safe and supportive learning environment for all learners in the classroom described in the scenario. Your plan should record the following:

• a brief statement of your personal philosophy of behaviour and learning referenced to relevant theory including MTSS framework principles
• proposed classroom rules consistent with the principles and practices detailed in the sample school or centre policy that accompanies your selected scenario for Part A above
• specific MTSS Tier 1 universal support strategies for preventative, supportive and corrective behaviour management and identification of classroom routines to support student safety, wellbeing and safe and responsible use of ICTs. This section of the classroom/environmental management plan should include strategies you would embed within lessons and learning experiences to promote on-task learning behaviour, strategies for managing movement, transitions and the distribution and use of resources, and ICTs and learning materials to create an orderly well-organised learning environment. Your plan must demonstrate understanding of how these universal interventions serve all learners and reduce the likelihood that students will require Tier 2 or Tier 3 supports. Your plan should clearly indicate when and how you will respond to off-task or challenging behaviour with strategies that reduce escalation and disruption to the learning.

Part C

In no more than 1000 words (maximum), write a justification of your classroom/environmental management plan that includes:

1. Evidence of alignment with the sample school/centre policy provided
2. Explanation of the influence of the selected strategies on student behaviour and the creation of a positive and supportive learning environment that encourages the participation and learning of all students
3. Justification of your approach to identifying and responding to challenging behaviours within an MTSS framework, explaining how your Tier 1 universal strategies support prevention and early intervention

The written statement for Part C must refer to discipline, behaviour/classroom management and engagement theories and MTSS research and other relevant research on strategies for creating a safe, supportive and inclusive classroom environment for learners at the focus stage of development (early childhood, primary school-aged, adolescent or junior secondary school-aged) in order to justify your point of view.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 
•  No Gen AI use at any point during the assessment. 

Assessment Due Date

Week 7

Weighting

Pass/Fail

Please note: The 72-Hour grace period applies to this task. 

If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.

Assessment Criteria

Assessment will be marked against the following criteria:

·       Analysis of behaviour antecedents and strategies for creating and maintaining safe, supportive learning environments using MTSS framework principles, particularly identification of Tier 1 universal support needs

·       Knowledge and understanding of practical strategies for classroom organisation and management and the safe and responsible use of ICTs

·       Application of whole school/centre approaches to behaviour and classroom management

·       Understanding of the teacher’s role in creating a safe, supportive and inclusive learning environment

·       Knowledge and understanding of essential skills for classroom management/guidance and their impact on student learning, including evidence-based MTSS Tier 1 universal supports and prevention strategies

·       Professional levels of personal literacy and referencing

Learning Outcomes Assessed

LO2 Evaluate approaches to classroom management, motivation and engagement within a Multi-Tiered System of Supports (MTSS) framework to identify and apply strategies for managing challenging behaviours and supporting the learning, participation, well-being, and safety of students and the safe, responsible and ethical use of ICTs in educational settings

LO3 Apply preventative management skills including MTSS Tier 1 universal supports to organise classroom activities and provide clear directions that promote on-task learning behaviour

Australian Professional Standards for Teachers addressed in this task

4.1, 4.2, 4.3, 4.4, 4.5

Analysis of behaviour antecedents and strategies for creating and maintaining safe, supportive learning environments using MTSS framework principles, particularly identification of Tier 1 universal support needs

Knowledge and understanding of practical strategies for classroom organisation and management and the safe and responsible use of ICTs

Application of whole school/centre approaches to behaviour and classroom management

Understanding of the teacher’s role in creating a safe, supportive and inclusive learning environment

Knowledge and understanding of essential skills for classroom management/guidance and their impact on student learning, including evidence-based MTSS Tier 1 universal supports and prevention strategies

Professional levels of personal literacy and referencing

You will complete a 20 day placement structured as a 4 week continuous block in a school (Primary & Secondary) or kindergarten (Early Childhood) under the mentorship of a supervising teacher and complete set tasks for this placement as outlined in the relevant Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.

The placement will be organised by the relevant WIL Placement Officer within the Professional Experience Office.

Throughout the placement, you will build your level of engagement in the day-to-day organisation and management of teaching and learning to include planning and delivery of at least one learning sequence leading to assessment of student learning in a culminating task.

An up-to-date working portfolio must be maintained throughout the placement to record all planning, teaching, assessment, evaluation and reflection tasks undertaken.

Your daily critical reflection will be framed by a series of self-devised questions that examine the nature of ethical practice in diverse educational settings and that evaluate your teaching practice, feedback and professional learning by making explicit links to the Australian Professional Standards for Teachers (Graduate Career Stage).

Assessment for this task will be completed by supervising teachers using an electronic report with the same standards and criteria as the sample report shown in the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.

Full details of specific tasks for this placement are outlined in the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.

Assessment Due Date

As per the annual Professional Praxis calendar

Weighting

Pass/Fail

Assessment Criteria

Full details of the criteria for assessment of the placement are outlined in the Professional Praxis 2 Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.

Learning Outcomes Assessed

LO1 Apply knowledge of student learning, curriculum content and effective teaching strategies to set learning goals, plan for, and teach lessons and learning sequences that support students across the full range of abilities

LO2 Evaluate approaches to classroom management, motivation and engagement within a Multi-Tiered System of Supports (MTSS) framework to identify and apply strategies for managing challenging behaviours and supporting the learning, participation, well-being, and safety of students and the safe, responsible and ethical use of ICTs in educational settings

LO4  Effectively select and apply a range of evidence-based assessment practices to evaluate progress, adjust instruction, provide targeted feedback, and support student learning

LO5 Reflect critically on enacted practice, feedback and student outcomes to explain and analyse the impact of teaching and planning decisions on student learning with explicit analysis of how proactive practices, including relationship building, expectation setting, structural supports, and personalised goal-setting, influenced student engagement and learning outcomes  

LO6 Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation that improve teaching practice and student learning

LO7 Demonstrate professional responsibility through adherence to placement guidelines, codes of conduct and legislative, administrative and organisational policies and processes for teachers at the professional experience site.

Australian Professional Standards for Teachers addressed in this task

1.1, 1.3, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3. 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.1, 7.2

Assessment criteria are outlined in detail in the Professional Praxis 2 Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.

This task contains two parts (Part A and Part B) as outlined below. You must complete both parts of the task.

Part A: Evidence and commentary

In this section of the task, you will select artefacts (samples of evidence) from the working portfolio that you maintained throughout your professional experience placement to describe and explain your teaching practice and analyse the impact of this practice on student learning. Your selected artefacts must demonstrate evidence of proactive practices including how you established high expectations, built positive relationships, provided clear structure, and set ambitious, achievable and personalised goals for students.

The artefacts that you select should be annotated to identify the ways in which they exemplify each of the four practices outlined below. The selected examples should be embedded within a commentary of no more than 250 words for each practice that responds to the guiding self-reflection statements provided.

Practice 1: Planning

Using excerpts of your planning and teaching from a learning sequence implemented during your placement (and other artefacts where relevant), explain how you:

• planned for alignment between curriculum, teaching and learning, and assessment in the sequence of lessons or learning experiences
• collected assessment and/or profiling information on students’ learning needs and prior knowledge of the content of the learning sequence to inform your planning
• set learning goals and planned instructional steps throughout the lessons to cater for learners with different abilities and characteristics demonstrating ambitious, achievable and personalised goal-setting that reflected high expectations for all students
  
  

Practice 2: Teaching

Using selected artefacts (e.g. excerpts or examples from lessons you planned and taught during the placement), describe and explain how you:

• used a range of teaching strategies to scaffold learning and support student engagement while maintaining high expectations and building positive relationships
• selected and used resources, including ICTs, to support engagement and learning
• reflected on the impact of your planning decisions on student learning to make ‘in the moment’ adjustments to lessons or learning experiences and plan for ‘next steps’ teaching throughout the learning sequence (i.e. What changes did you make to your planned lessons during teaching and why did you make these changes? How did you use information from one or more lessons in the sequence to adapt or modify follow-up lessons?) demonstrating how you maintained ambitious yet achievable goals while building positive relationships?
  
  

Practice 3: Assessing and recording learning

Using selected artefacts (e.g. samples of student work, examples of formative assessment or checks for learning in lessons, lesson reflections, records of student responses to questioning, etc), explain how you:

• effectively selected and applied a range of evidence-based assessment practices to monitor student learning and evaluate progress during your placement interpreted data and assessment information to adjust instruction and modify lessons to improve learning outcomes for students of different abilities and characteristics through ambitious yet achievable goal adjustment
• provided targeted feedback to students on their progress and achievement of learning goals
  
  

Practice 4: Managing the learning environment

Using artefacts from your placement (e.g. classroom management plan, excerpts from lesson plans or reflections, supervising teacher feedback, etc), explain how you:

• used classroom rules, routines and strategies that supported the inclusive participation and engagement of all students to create a safe, supportive and organised classroom environment demonstrating clear structural frameworks that facilitated positive relationships and high expectations
• established expectations and provided clear direction to students about their learning and participation in classroom activities through proactive practices that communicated ambitious yet achievable standards
• used strategies to support student safety and well-being and respond to off-task or challenging behaviours while maintaining positive relationships and upholding high expectations within clear structural supports
  
  

Part B: Reflection on teaching practice and its impact on student learning

In this part of the task, you will write a reflective statement that evaluates your current progress towards demonstrating the Australian Professional Standards for Teachers (Graduate career stage) and identifies professional learning needs and sources of professional learning that you will use to improve your practice and have a positive impact on student learning. Your reflection must specifically address how your development and implementation of proactive practices—including setting high expectations, building positive relationships, providing structure, and setting ambitious, achievable and personalised goals—impacted student learning and engagement.

The statement should be no more than 750 words in length and must make specific reference to focus areas of the Standards, your own self-evaluation and feedback received throughout your placement. Structure your reflection to evaluate the following areas:

• Your current strengths with specific reference to how your proactive practices contributed to positive student outcomes. (Discussion of your strengths could include strategies that worked well during your placement and confirm why these strategies were effective in promoting student learning and engagement)
• Aspects of your practice that are in need of improvement including how you could strengthen your proactive practices in relation to expectation setting, relationship building, structural supports, and personalised goal-setting. (This aspect could outline changes you would make to classroom management and/or the planning, teaching and assessment processes described in Part A to improve student learning.)
• Strategies and sources of professional learning that will help you to enhance your current strengths and address the professional learning needs you have identified throughout your reflective statement.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 
•  No Gen AI use at any point during the assessment. 

Assessment Due Date

The portfolio is due one week after completion of the placement.

Weighting

Pass/Fail

Minimum mark or grade

Pass

Assessment Criteria

Assessment will be marked against the following criteria:

·       Use of teaching strategies and resources that engage students and support learning through demonstration of proactive practices including high expectations, positive relationships, clear structure, and personalised goal-setting

·       Knowledge and understanding of how to effectively select and apply a range of evidence-based assessment practices to evaluate progress, adjust instruction, and provide targeted feedback that supports student learning

·       Knowledge and understanding of classroom management strategies that create and maintain safe, supportive learning environments

·       Critical reflection on teaching practice and the implications for student learning with specific focus on the impact of proactive practices on student engagement and outcomes

·       Use of standards, self-evaluation and feedback to identify professional learning strengths and needs and sources of professional learning to improve practice

·       Personal and academic literacy

Learning Outcomes Assessed

LO1 Apply knowledge of student learning, curriculum content and effective teaching strategies to set learning goals, plan for, and teach lessons and learning sequences that support students across the full range of abilities

LO2 Evaluate approaches to classroom management, motivation and engagement within a Multi-Tiered System of Supports (MTSS) framework to identify and apply strategies for managing challenging behaviours and supporting the learning, participation, well-being, and safety of students and the safe, responsible and ethical use of ICTs in educational settings

LO4  Effectively select and apply a range of evidence-based assessment practices to evaluate progress, adjust instruction, provide targeted feedback, and support student learning

LO5 Reflect critically on enacted practice, feedback and student outcomes to explain and analyse the impact of teaching and planning decisions on student learning with explicit analysis of how proactive practices including relationship building, expectation setting, structural supports, and personalised goal-setting influenced student engagement and learning outcomes

LO6 Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation that improve teaching practice and student learning.

Australian Professional Standards for Teachers addressed in this task

1.1, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3. 3.4, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.1, 6.2, 6.3, 6.4

Use of teaching strategies and resources that engage students and support learning through demonstration of proactive practices including high expectations, positive relationships, clear structure, and personalised goal-setting

Knowledge and understanding of how to effectively select and apply a range of evidence-based assessment practices to evaluate progress, adjust instruction, and provide targeted feedback that supports student learning

Knowledge and understanding of classroom management strategies that create and maintain safe, supportive learning environments

Critical reflection on teaching practice and the implications for student learning with specific focus on the impact of proactive practices on student engagement and outcomes

Use of standards, self-evaluation and feedback to identify professional learning strengths and needs and sources of professional learning to improve practice

Personal and academic literacy