EDFE13032 - Professional Practice 3 (Primary/ECE) - Managing the Differentiated Classroom

General Information

Unit Synopsis

In Professional Practice 3, you will participate in tutorials, practical workshops and an assessable classroom placement. The placement comprises a 20-day continuous block to enhance your ability to design, adapt and implement teaching sequences that cater to the diverse needs of learners in mainstream classrooms. You will develop an understanding of the use of assessment for learning as integral to informed curriculum decision-making and differentiation practices. You will apply this knowledge in classroom contexts to modify lesson plans and learning sequences in all curriculum learning areas in response to class profiling data that accurately records the strengths, needs and preferred learning styles of individuals and groups. Alongside this, you will develop formative and summative assessment strategies for monitoring student learning and achieving alignment between curriculum, pedagogy and assessment. During this placement, you will practise the use of a range of teaching strategies including questioning techniques and the provision of timely descriptive feedback to build effective relationships with learners and improve student outcomes.


Level Undergraduate
Unit Level 3
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 either EDFE12042 or EDFE11039.

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 2 - 2023

Term 3 - 2023 Profile
Mixed Mode
Term 3 - 2024 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 3 - 2022 : The overall satisfaction for students in the last offering of this course was 75.00% (`Agree` and `Strongly Agree` responses), based on a 13.11% 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 evaluation
Unit resources were supportive.
Continue to update unit materials as required.
Action Taken
Resources were updated as necessary.
Source: Student evaluation
Assessment tasks
Provides resources such as a checklist to support the completion of assessment tasks.
Action Taken
Provided as part of the Assessment tab on the Moodle site.
Source: Feedback in Zoom sessions.
Choice to attend lectures face-to-face rather than complete the unit online. line.
If students are offered the chance to attend face-to-face lectures in selected centres we need to make it clear that these will only proceed if there are sufficient students to make this option viable.
Action Taken
Source: Student feedback.
Mode of attendance.
Face to face classes will be offered where there are sufficient student numbers.
Action Taken
Unit learning Outcomes

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

  1. Formulate assessment activities for the purpose of monitoring student achievement
  2. Apply strategies that modify learning sequences, pedagogy, content and assessment in response to individual and class profiling data
  3. Appraise the content of a proposed learning sequence to plan activities that overcome possible difficulties or make links to the prior knowledge of students with varying abilities
  4. Select teaching methods with an appropriate level of teacher control and student responsibility to scaffold learning for students and groups of varying ability levels
  5. Write explicit learning goals and task-specific standards for the purpose of explicit instruction and making consistent judgments on the quality of students’ work
  6. Analyse work samples and assessment information to support the delivery of feedback and design interventions to address specific learning issues
  7. Participate in collegial partnerships to improve practice and formulate responsive approaches to identified learning needs
  8. Critically reflect on professional learning using feedback, self-evaluation and the Australian Professional Standards for Teachers.

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

2.1 Content and teaching strategies of the teaching area

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

4.4 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

7.4 Engage with professional teaching networks and broader communities

6.3 Engage with colleagues and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
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 7 8
1 - Communication
2 - Problem Solving
3 - Critical Thinking
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 10
2 - Professional Practice Placement
1 - Written Assessment
3 - Portfolio