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EDFE20035 - Professional Praxis 2: Supportive Learning Environments

General Information

Unit Synopsis

This is the second in-school placement for Master of Teaching pre-service teachers. This unit includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis unit are outlined in the Information and Reporting Booklet supplied to mentor teachers in schools. Pre-service teachers 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. Pre-service teachers analyse the impact of different approaches to classroom management on student learning and apply their 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. Pre-service teachers apply knowledge gained from curriculum units they have studied to plan, implement and evaluate lesson sequences that incorporate a range of teaching strategies and resources and a range of ICTs to improve student outcomes. Pre-service teachers compile a working portfolio as a collection of evidence for demonstrating set tasks that are linked explicitly to the Australian Professional Standards for Teachers (Graduate Career Stage). Pre-service teachers monitor their professional learning through critical reflection and by selecting evidence of their practice that demonstrates focus areas of the Australian Professional Standards for Teachers to add to their e-portfolios. Pre-service teachers must pass the practical placement to pass the unit.


Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite EDFE20034 Professional Praxis 1: Learning, Teaching and Planning

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 - 2015

Term 2 - 2021 Profile
Mixed Mode
Term 2 - 2022 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

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 3.4 (on a 5 point Likert scale), based on a 26.9% 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 evaluations
Relevant and engaging content with the focus on behaviour management
Maintain current content to ensure there is a focus on behaviour management.
Action Taken
The focus on behaviour management was maintained.
Source: Student evaluations
Engaging lecturing style with real life examples provided.
Continue to use real-life authentic examples in the classes.
Action Taken
A range of real-life authentic examples were used.
Source: Various sources
This unit has been completely revised to align with the changes to the professional experience suite of units in the Master of Teaching (Primary) and the introduction of the Master of Teaching (Early Childhood) in 2022.
Implement changes as per the re-accreditation of the course.
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 creating safe supportive learning environments and managing challenging behaviour 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 demonstrate the Australian Professional Standards for Teachers 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

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

4.4 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

5.4 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

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
Advanced Level
Professional 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
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Professional Practice Placement
3 - Portfolio