Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
• Receiving a positive notice resulting from a Working With Children check.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Behavioural Misconduct Procedure, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education and teaching.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
• Receiving a positive notice resulting from a Working With Children Check (WWCC).

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and Professional Practice settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully demonstrating the ability to manage challenging behaviours during Professional Practice placements to create and maintain safe and supportive learning environments.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Graduate Career Stage).
• Complying with relevant child protection and safety legislation and report any notifiable concerns to your professional experience supervisor.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning during Professional Practice placements.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings during Professional Practice placements.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Recognising and interpreting non-verbal cues of supervising teachers, students, members of the broader school community and responding appropriately, sensitively and supportively to these cues during Professional Practice placements.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally in Professional Practice placement contexts.
• Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements for the effective enactment of Professional Practice in educational settings.
• Interpreting student assessment data to determine learning needs and modifying teaching practice during Professional Practice placements in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Listening actively to information within a variety of academic and practical situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to school and teaching contexts.
• Completing documentation that is accurate, clear and concise.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning during Professional Practice placements.
• Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence during Professional Practice placements.
• Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
• Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs during Professional Practice placements.
• Receiving a pass standard on the externally administered Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to graduation as a requirement of professional accreditation.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
• Monitoring the safety, behaviour (including non-verbal behaviour) and engagement of students in school contexts.
• Observing the behaviour (including non-verbal behaviour) in non-classroom settings situations in school contexts.
• Monitoring, assessing and managing classroom activities consistently and accurately.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.
• Within the context of applying appropriate ethical and moral boundaries, providing tactile and/or emotional support to learners in the event of injury, and/or responding to learners in a first-aid capacity, and/or responding to other circumstances where tactile communication is appropriate e.g. a grieving child. 

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Maintaining positive working relationships when under stressful circumstances.
• Displaying empathy and respect to multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside your scope or expertise.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against the Australian Professional Standards for Teachers (Graduate Career Stage) during Professional Practice placements and identifying sources and strategies to enhance practice and improve professional learning.
• Using evaluative thinking in all aspects of your practice.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line, on-campus or Professional Practice placements.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Maintaining an up-to-date record of planning, teaching, observation and reflection tasks on a daily basis during Professional Practice placements.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Maintaining balance while safely transferring equipment.
• Safely retrieve and utilise teaching materials and equipment.
• Using a variety of specialised and non-specialised teaching equipment.
• Moving with ease around a range of classroom environments that include a range of furniture configurations and equipment while performing various tasks.
• Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
• Manipulating delicate, breakable equipment with ease and care.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Positively and effectively relate to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Collaborate in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during teaching practice, or modifying and reflecting on work integrated learning in response to supervisor feedback.
• Critically self-reflecting on situations that may/may not have gone well and taking the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence against the Australian Professional Standards for Teachers (Graduate Career Stage).
• Using a range of ICTs to enhance student learning during Professional Practice placements in schools.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Students must meet the inherent requirements for the chosen teaching area (minor) pathway selected and must ensure they adhere to any requirements within the scope of teaching these subjects within schools.

Effective 25 September 2023, updates have been made to the COVID-19 vaccination mandate for Queensland Health sites and the Queensland Ambulance Service. While Queensland Health does not currently mandate evidence of COVID-19 vaccination, it's essential to recognise that other organisations may enforce their own vaccination specific criteria. This situation is similar across other states and territories, with the exception of the Australian Capital Territory, Victoria, and South Australia, where COVID-19 vaccination is mandatory for all healthcare students, including disciplines other than healthcare that undertake professional experience placements.

Students must be in possession of a current Positive Notice Blue Card (or equivalent “Working with Children” check issued in other Australian states or territories) to be eligible for placement in a school site.