EDFE12042 - Professional Practice 2 (Primary) – Classroom Management

General Information

Unit Synopsis

In Professional Practice 2, you will extend your professional knowledge and skills through tutorials, workshops and a school placement comprising a 20-day (4 week) block placement at the end of the term. You will participate in tutorials to build both theoretical and practical knowledge of the strategies teachers use to create positive, organised classroom environments that support wellbeing, engagement and learning. You will analyse the impact of different approaches to classroom management on student learning and apply your understanding of motivation, relationship-building and engagement to plan proactively for the safety, support, inclusion and self-regulation of all learners during the school placement. You will also apply knowledge gained from curriculum courses you have studied to plan, implement and evaluate lesson sequences that incorporate a range of teaching strategies and resources with a particular focus on literacy, numeracy and the use of ICTs to improve student outcomes. You will monitor your professional learning through critical reflection, and will select and evaluate evidence to add to your ePortfolio that demonstrates selected focus areas of the Australian Professional Standards for Teachers.


Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Prerequisite:- Students must have successfully completed EDFE11038 and EDCU12044 to be eligible for enrolment in this unit and placement in a school for completion of the practical component.

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2022

Term 2 - 2023 Profile
Mixed Mode

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. Written Assessment 0%
2. Professional Practice Placement 0%
3. Portfolio 0%

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.

Past Exams

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Previous Feedback

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 4.4 (on a 5 point Likert scale), based on a 23.33% 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 via unit evaluation
Numbering of lectures did not match the actual week number.
Ensure the alignment of the lecture number and the actual week shown on the Moodle site.
Action Taken
Break week was clearly labelled. The lectures now co-incided with the week number.
Source: Student feedback via unit evaluation
Lecture delivery and inclusion of Mindfulness content.
Continue to embed the principles of Mindfulness as part of the content.
Action Taken
Mindfulness activities were continued. Many students adopted some of the activities with their classes while on practicum.
Source: Student evaluation feedback.
Feedback on assessment items.
Feedback to be more consistent on assessment tasks.
Action Taken
Source: Student evaluation feedback.
Mindfulness materials
Continue embedding and using materials about mindfulness as a classroom strategy.
Action Taken
Unit learning Outcomes

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

  1. Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning
  2. Use system and/ or school policies and knowledge of strategies for managing challenging behaviour and creating safe supportive learning environments to plan proactively for effective classroom management
  3. Select strategies that facilitate effective classroom interactions, the orderly management of classroom routines and the development of self-regulation
  4. Plan and implement lessons and learning sequences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds
  5. Reflect on planning, teaching and assessment of student outcomes to improve teaching practice and promote learning and engagement
  6. Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation to improve practice.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

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

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

6.1 Identify and plan professional learning needs

6.3 Engage with colleagues and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment
2 - Professional Practice Placement
3 - Portfolio
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
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 10
1 - Written Assessment
2 - Professional Practice Placement
3 - Portfolio