In this unit, you will engage with the school community and key stakeholders in education in a productive way to achieve optimal personal, social and academic outcomes during a twenty five day placement in a secondary school. You will examine and critique theory and skills for effective communication, negotiation, and conflict resolution as applicable to learning environments and teacher-student interactions. The ethical tensions that arise in learning environments and ways of dealing with these dilemmas is also covered. The unit also involves focused observation of learning environments, design and implementation of pedagogical strategies, and evaluation of learning outcomes. Pre-service teachers analyse the nexus between teacher pedagogy and teacher-student dialogue in order to engage students in thinking that involves extension, refinement and meaningful use of knowledge. You will be required to apply knowledge learnt in discipline courses to design and implement learning experiences cognisant of student prior knowledge. To be eligible to pass this unit you will also need to supply evidence of successful completion of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE). You must pass all assessment tasks to pass this unit.
|Student Contribution Band||SCA Band 1|
|Fraction of Full-Time Student Load||0.125|
|Pre-requisites or Co-requisites||
Only students enrolled in CC13 are permitted to enrol in this unit
Students must have completed all Discipline Teaching Area units within each of their two selected Minors.
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|
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).
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.
|1. Written Assessment||0%|
|2. Professional Practice Placement||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.
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 3 - 2020 : The overall satisfaction for students in the last offering of this course was 3.9 (on a 5 point Likert scale), based on a 20.78% response rate.
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.
On successful completion of this unit, you will be able to:
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
4.3 Manage challenging behaviour
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
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
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
|Assessment Tasks||Learning Outcomes|
|1 - Written Assessment||•||•||•|
|2 - Professional Practice Placement||•||•||•||•||•|
|3 - Portfolio||•||•|
|4 - Report||•|
|Graduate Attributes||Learning Outcomes|
|1 - Communication||•||•||•||•||•||•|
|2 - Problem Solving||•||•||•||•||•|
|3 - Critical Thinking||•||•||•||•||•|
|4 - Information Literacy||•|
|5 - Team Work||•||•||•||•|
|8 - Ethical practice||•||•||•|
|Assessment Tasks||Graduate Attributes|
|1 - Written Assessment||•||• •||•||•|
|2 - Professional Practice Placement||•||•||•||•||•||•||•|
|3 - Portfolio||•||•||•||•||•|
|4 - Report||•||•||•||•||•|