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EDED11456 - Communication in Educational Environments

General Information

Unit Synopsis

Communication in Educational Environments introduces students to the importance of interpersonal communication and social skills in contemporary education and care settings characterised by diversity. Students develop an understanding of the links between effective verbal and non-verbal communication skills, cultural sensitivity and teacher efficacy; and explain the importance of using these strategies to engage with culturally diverse groups including Aboriginal and Torres Strait Islander learners and their families. Both analytical and practical knowledge of interpersonal skills and constructive communication strategies that establish collaborative relationships with learners, parents and carers and colleagues to support learning and engagement and maximise educational opportunities for all students are emphasised in this unit.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.
Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2018

Term 2 - 2018 Profile
Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville
Term 2 - 2019 Profile
Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Practical and Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2018 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 29.73% response rate.

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.

Source: Student Feedback
Feedback
Whilst it's true that the majority of primary school teachers are women, it would be better to have at least one case study involving a male teacher.
Recommendation
Some male case studies will be added to the unit.
Action Taken
Additional male case studies will continue to be sourced and added to the unit resources accordingly.
Source: Student Feedback
Feedback
I would like to see more student engagement in the Discussion topics each week for zoom.
Recommendation
More specific discussion topics will be added each week to improve student engagement.
Action Taken
Discussion topics have been incorporated in weekly content and student participation encouraged.
Source: Student Feedback
Feedback
Textbook was designed for within a generic workplace rather than an education perspective.
Recommendation
More focus will be placed on educational perspectives within the unit rather than being generic.
Action Taken
Educational perspectives have been highlighted throughout the weekly content.
Source: Student feedback
Feedback
Additional clarification of the assessment requirements is necessary.
Recommendation
Revision of task descriptions and assessment support material.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds.
  2. Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students.
  3. Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families.
  4. Analyse and evaluate personal and professional strengths and weaknesses in the use of communication skills for building productive relationships with students, families and communities.
  5. Apply a range of pedagogical strategies to extend and develop children’s capabilities as effective and confident communicators.
  6. Select and justify communication strategies for responding to challenging situations that arise when working with students, parents and colleagues in an inclusive education context.

Successful completion of the unit Communication in Educational Environments provides opportunities for students to collect evidence of working towards Australian Professional Standards for Teachers focus areas at Graduate Career stage; specifically Standards 1.1, 1.3, 3.5, 3.7, 4.1, 4.2, 6.2, 6.3 and 7.3; and competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCCN520C: 1 and 2; CHCFC503A: 1, 2 and 3; CHCIC510A: 1 and 2; CHCRF511A: 1, 2, 3, 4 and 5; HLTHIR403C: 1, 2, 3 and 4; and CHCIC301E: 1, 2, 3, 4 and 5. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical and Written Assessment
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Practical and Written Assessment
2 - Written Assessment