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EDFE20034 - Professional Praxis 1: Learning, Teaching and Planning

General Information

Unit Synopsis

This is the first in-school placement for Master of Teaching pre-service teachers. In this unit you will be introduced to the Australian Professional Standards for Teachers to explore and analyse the role of teachers in 21st century society. Through exploring the Professional Standards, you will develop a theoretical and practical application of your ability to plan and teach effectively, manage effectively, assess and record learning and display dispositions of appropriate professional conduct. You will complete a 10 day placement as a 2 week block in a school under the mentorship of a supervising teacher and complete set tasks for this placement as outlined in the Information and Guidelines for the Supervision of Pre-service Teachers booklet. A major emphasis of this unit is on your development of the disposition for ongoing professional learning through reflection on the professional role and responsibilities of teachers and evaluation of models of effective teaching practice. You will monitor your professional learning through critical reflection and by selecting evidence of your practice that demonstrates focus areas of the Australian Professional Standards for Teachers to begin your professional ePortfolio. The block placement culminates in the completion of a summative report that measures the standard that has been achieved by you through comparing it against the relevant Australian Professional Standards for Teachers (Graduate Career Stage) for this stage of your development at the end of your first in-school placement. You must pass all assessment tasks to pass this unit.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Co-requisites:

For CL05 Master of Teaching (Secondary) students: EDSE20017 Learning and Teaching in Junior Secondary and EDSE20018 Junior Secondary Curriculum, Pedagogy and Assessment

For CC45 Master of Teaching (Primary) students: EDCU20036 Literacy Learning and EDCU20037 Numeracy Learning and EDCU20038 Teaching Science

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 1 - 2021

Term 1 - 2021 Profile
Mixed Mode
Term 1 - 2022 Profile
Mixed Mode
Term 1 - 2023 Profile
Mixed Mode
Term 1 - 2024 Profile
Mixed Mode
Term 1 - 2025 Profile
Mixed Mode
Term 1 - 2026 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 Postgraduate 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

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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: SUTE
Feedback
Volume of content
Recommendation
Distinguish between essential and recommended reading
Action Taken
Essential readings were flagged in each week's content and the eReading list.
Source: SUTE
Feedback
Review of key concepts in weekly tutorials was helpful
Recommendation
Highlight key concepts from essential readings in each weekly tutorial
Action Taken
In Progress
Source: SUTE and self-evaluation
Feedback
Provide clear requirements for observations during the wider field experience
Recommendation
Provide additional examples of observations suitable for the portfolio task
Action Taken
In Progress
Unit learning Outcomes

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

  1. Prepare for teaching through effective planning strategies at an introductory level
  2. Enact teaching through effective teaching practice at an introductory level
  3. Create safe and supportive learning environments through effective classroom management at an introductory level
  4. Assess and record learning at an introductory level
  5. Interpret and apply the key responsibilities of teachers through appropriate professional conduct at an introductory level
  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 demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

2.2 Content selection and organisation

2.5 Literacy and Numeracy strategies

3.1 Establish challenging learning goals

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

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.4 Interpret student data

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

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
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Knowledge • • • • • •
2 - Communication • • • • • •
3 - Cognitive, technical and creative skills • • • • • •
5 - Self-management • • • • • •
6 - Ethical and Professional Responsibility • • • • • •
7 - Leadership • •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 8
1 - Written Assessment • • • •
2 - Professional Practice Placement • • • • • •
3 - Portfolio • • • • •