Overview
This is the third in-school placement for Master of Teaching pre-service teachers. In this unit you will explore strategies to enact learning through differentiation approaches, strategies that promote active participation and an understanding and application of the skills that build capacity and engagement beyond the classroom through demonstrating impact on student learning. You will complete 1 contextual day visit as an orientation to the school site prior to a completing a 20 day continuous block placement in a school under the mentorship of a supervising teacher and complete set tasks for this placement as outlined in the Information and Guidelines for the Supervision of Pre-service Teachers booklet. In preparation for this professional experience you will demonstrate your expert content and pedagogical content knowledge in your area of curriculum specialisation. The teaching artefacts, implementation strategies and resources as well as the skills and processes demonstrated in this task will then be enacted through highly effective classroom teaching in your in-school placement to then be evaluated in your Professional ePortfolio. The block placement culminates in the completion of a summative report that measures the standard that has been achieved by you through comparing it against the relevant Australian Professional Standards for Teachers (Graduate Career Stage) for this stage of your development at the end of your third in-school placement. You must pass all assessment tasks to pass this unit.
Details
Pre-requisites or Co-requisites
Pre-requisites: For CL05 Master of Teaching (Secondary) students: EDFE20035 Professional Praxis 2: Supportive Learning Environments and EDSE20021 Senior Secondary Curriculum, Pedagogy and Assessment For CC45 Master of Teaching (Primary) students: EDFE20035 Professional Praxis 2: Supportive Learning Environments
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Evaluation
Assessment tasks were useful for real-world application.
Continue to offer assessment tasks for application within the real world.
Feedback from Evaluation
Students experienced difficulty in using iTunes U.
Move the ePortfolio requirement away from using iTunes U.
- Plan for and implement effective learning and teaching experiences using appropriate content knowledge and links to curriculum, as well as teaching strategies and resources to teach the content
- Create and maintain a supportive and safe learning environment
- Assess, record, provide feedback and report on student learning
- Apply the relevant ethical and legislative requirements and applicable codes of ethics to teaching practice
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students*
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability*
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians*
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process*
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers*
7.4 Engage with professional teaching networks and broader communities
*Depending upon school context, this Standard may not be able to be assessed
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 0% | |||||
| 2 - Professional Practice Placement - 0% | |||||
| 3 - Portfolio - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 0% | ||||||||
| 2 - Professional Practice Placement - 0% | ||||||||
| 3 - Portfolio - 0% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
e.killion@cqu.edu.au
Module/Topic
Topic 1 - Planning, Teaching and Pedagogy
Chapter
See Moodle site for readings and learning activities
Events and Submissions/Topic
Module/Topic
Topic 2 - Knowledge and its application to classroom practice
Chapter
See Moodle site for readings and learning activities
Events and Submissions/Topic
Module/Topic
Topic 3 - Effective pedagogy
Chapter
See Moodle site for readings and learning activities
Events and Submissions/Topic
Module/Topic
Topic 4 - Differentiation in Planning, Teaching and Assessment
Chapter
See Moodle site for readings and learning activities
Events and Submissions/Topic
Module/Topic
Topic 5 - Effective Teaching Practice: Methods and Strategies
Chapter
See Moodle site for readings and learning activities
Events and Submissions/Topic
Module/Topic
Topic 6 - Reflecting Critically
Chapter
See Moodle site for readings and learning activities
Events and Submissions/Topic
The content for this Term 3 unit is delivered in intensive mode over the first 6 weeks of the Term. This is to ensure all content is delivered prior to Christmas closure to allow students some 'downtime' prior to the commencement of the placement for Professional Praxis 3 and the commencement of university Term 1 2022.
To allow this to happen, the on-line Zoom sessions to be conducted over 6 weeks straight with a class occurring in 'non-teaching week' - That is, Week 1 - Week 4, Non-Teaching Week & Week 5.
Each of these weeks is comprised of intensive study that is the equivalent to the amount of work usually covered over a two-week period. That is, twelve weeks of topics are delivered over six weeks.
Due to all of the content being delivered within six weeks, it is important that you keep up and realise that you should double the usual time allocation to a unit during this period.
1 Written Assessment
A nexus is defined as a means of connection, a tie or a link or a series of connections linking a group of ideas. It is this concept that provides the central focus of this assessment task.
The nexus exists between four interrelated concepts:
(a) the expert knowledge the student brings into the course,
(b) the skills and strategies they learn within the course to demonstrate the expert content and pedagogical content knowledge, to then be
(c) enacted on placement; and
(d) evaluated through a personal critical reflection.
Supported by a series of topics within the coursework for this unit on enhancing teaching practice through expert pedagogical knowledge and practice, this task requires you to demonstrate your expert content and pedagogical content knowledge within your curriculum learning area of specialisation (Primary) or major teaching area (Secondary) through the planning of a sequence of learning and associated assessment strategies (formative and/or summative).
Your task is to design a sequence of lessons, associated resources and assessment strategies which best demonstrate your ability to plan learning that show:
(a) your ability to demonstrate appropriate subject matter (content) knowledge in your selected curriculum learning area;
(b) your ability to demonstrate your knowledge and understanding of general knowledge of instructional methods (pedagogical knowledge); and,
(c) your ability to demonstrate your understanding of pedagogical content knowledge as it applied to your designed lessons.
(d) Assess student learning
You are to provide an introductory rationale to your planning through responding to the following statement by Shulman (1986):
Pedagogical content knowledge is a type of knowledge that is unique to teachers, and is based on the manner in which teachers relate their pedagogical knowledge (what they know about teaching) to their subject matter knowledge (what they know about what they teach).
In your rationale, you need to consider your personal philosophy for teaching and your personal approach to understanding the application of knowledge to a teachable context – that is:
How do you approach the application of your content knowledge to become teachable knowledge?
In your response, identify how you have engaged in professional learning to improve your practice including any professional development workshops attended, or resources provided by professional organisations or networks.
In a concluding statement, you are to indicate how this journey of moving content knowledge to teachable knowledge makes an impact on student learning. That is, how have you used your expert knowledge to improve student learning.
The teaching artefacts, resources and assessment strategies as well as the skills and processes demonstrated in this task will then be, where possible only, enacted through highly effective classroom teaching in the 20 day supervised in-school placement of Professional Praxis 3 (Assessment Task 2) to then be evaluated in the Professional ePortfolio (Assessment Task 3).
Week 5 Friday (17 Dec 2021) 11:45 pm AEST
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform student responses to the next assessment task.
Section 1 (Introduction)
· Rationale for an approach to planning and teaching including personal philosophy for teaching and the personal approach to understanding the application of knowledge to a teachable context
Section 2 (Learning Sequence)
· Knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
· Organisation of content into a learning and teaching sequence demonstrated through planning that link to the relevant curriculum framework and pedagogical choices
· Selection of content material organised into a logical teaching sequence
· Teaching resources to support lesson intent
· Assessment strategy to allow students to demonstrate the intent of the content knowledge
Section 3 (Conclusion)
· Concluding statement on the impact on student learning
- Plan for and implement effective learning and teaching experiences using appropriate content knowledge and links to curriculum, as well as teaching strategies and resources to teach the content
- Assess, record, provide feedback and report on student learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
2 Professional Practice Placement
You will complete a 20 day placement in a school under the
mentorship of a supervising teacher and complete set tasks for this placement
as outlined in the Information and Guidelines for the Supervision and
Assessment of Pre-Service Teachers booklet. You will also complete 1 site induction/orientation day prior to the commencement of the block placement as an orientation to the school site and class/es in which you will be attached to.
The placement will be organised by the relevant University Professional Practice staff member on each campus.
During the block placement, pre-service teachers are expected to build on their level of engagement in the day-to-day organisation and management of teaching and learning.
There are weekly on-line tutorials conducted during first 6 weeks of term. Attendance is required at 80% of the scheduled classes. Failure to attend (either live or through accessing the recordings) may result in the discontinuation onto the block placement component of this placement.
An up-to-date working portfolio must be maintained throughout the placement to record all planning, teaching, assessment, evaluation and reflection undertaken.
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 identify direct links to the Australian Professional Standards for Teachers (Graduate Career Stage).
At the end of Week 2, students are required to complete the Pre-service Teacher Self-Evaluation and the Literacy and Numeracy Checklist. Students should synthesise any feedback provided to date and the results from the self-evaluation and literacy and numeracy checklist to construct a detailed plan for professional development throughout the remainder of the placement. This plan must be submitted to the supervising teacher for feedback and negotiation of the student’s professional learning experiences for the remainder of the placement.
Assessment for this unit will be completed by supervising teachers using the formats for reporting included 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 and include:
- Develop and implement a unit plan in conjunction with the supervising teacher
- Collate a class profile to support the strengths, needs and interests of learners
- Plan lessons as directed by the supervising teacher
- Teach unit lessons and other planned activities including class routines and individual and group work activities
- Evaluate each of the lessons implemented
- Observe and record learning experiences implemented by the supervising teacher and (where possible) other teachers
- Write daily reflections that draw upon and show an understanding of the Australian Professional Standards for Teachers (Graduate Career Stage).
As per the approved Professional Praxis Calendar
The Final Summative Report will be made available to the student once signed by the University Coordinator via SoniaOnline
As per the Professional Praxis 3 Information and Guidelines for the
Supervision and Assessment of Pre-Service Teachers booklet
No submission method provided.
- Plan for and implement effective learning and teaching experiences using appropriate content knowledge and links to curriculum, as well as teaching strategies and resources to teach the content
- Create and maintain a supportive and safe learning environment
- Assess, record, provide feedback and report on student learning
- Apply the relevant ethical and legislative requirements and applicable codes of ethics to teaching practice
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Portfolio
This is the culminating display of evidence against the professional standards and a showcase of the expert content and pedagogical content knowledge of your curriculum learning area specialisation (Primary) or Major Teaching Area (Secondary).
Your ePortfolio should be structured in three sections:
Section 1: Personal Critical Reflection
You are to start by including a 1000 word (maximum) personal critical evaluation of the nexus between what you have brought into the course, what you have learnt through your discipline-specific curriculum and pedagogy units and the demonstration of that teachable knowledge in the classroom whilst completing the in-school placement for Professional Praxis 3.
This personal critical reflection should also be inclusive of the strategies you have developed in the planning, implementation and evaluation of your teaching and what you have learnt about the relationship between the content substance and structure of the curriculum learning area and the associated teaching strategies and teaching resources.
This reflection should also include how you believe your content knowledge expertise also supports your ability to understand the learning progression across the school curriculum and explain and support the development of understanding of core concepts of the curriculum learning area.
You may choose to use parts of your response to Assessment Task 1 for this unit for your response to this section of this task.
Section 2: Evidence
The evidence component of your ePortfolio should be organised around the five aspects of teaching practice underpinning the performance and assessment of pre-service teachers:
1. Planning effectively – Preparing for teaching
2. Teaching effectively – Enactment of teaching
3. Managing effectively – Creating safe and supportive classroom environments
4. Assessing and recording learning
5. Professional conduct
NOTE: The same organisers are used in the Final Summative Report for Professional Praxis 3. Please refer to the summative report for the focus areas relevant for each of the organisers listed above which should provide guidance for the type of artefacts you could choose to use. Suggested artefacts are listed at the bottom of each section of the report.
You should include two artefacts only for each of the five sections above.
You are required to provide a 200 word rationale for each of the five sections (1000 words maximum in total) explaining how the artefacts serve as evidence in demonstrating the aspects of the relevant focus areas of the Australian Professional Standards for Teachers (Graduate Career Stage) for each category.
Section 3: Impact Statement
To complete this section, you should access and the Guiding Self-reflective Impact Questions found on the Moodle site for this unit within the Assessment Task 3 upload function. Whilst these questions do not have to be individually answered, you can use these as a guide for your response to your impact statement.
The focus of your statement should include an articulation of how you have made a positive impact on student learning through your approach to teaching and learning within your curriculum learning area drawing upon the expert knowledge and pedagogical approaches relevant to the subject area curriculum framework.
That is, this statement should provide evidence of how you believe the artefacts in this portfolio in section 2 provide evidence of how you have demonstrated a positive impact on student learning during Professional Praxis 3.
4th March 2022
Feedback on this assessment task will be provided following moderation and prior to the date of certification of grades for this term.
Section 1: Personal Critical Reflection
Personal critical evaluation of teaching practice
Section 2: Evidence
Ability to select and organise evidence with explicit links to the professional standards
Section 3: Impact Statement
Impact statement articulates how you have demonstrated a positive impact on student learning
Personal levels of personal literacy
Ability to organise information in the portfolio
- Plan for and implement effective learning and teaching experiences using appropriate content knowledge and links to curriculum, as well as teaching strategies and resources to teach the content
- Create and maintain a supportive and safe learning environment
- Assess, record, provide feedback and report on student learning
- Apply the relevant ethical and legislative requirements and applicable codes of ethics to teaching practice
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
