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.
|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|
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 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.
|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 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.
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 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
|Assessment Tasks||Learning Outcomes|
|1 - Written Assessment||•|
|2 - Professional Practice Placement||•||•||•||•||•|
|3 - Portfolio||•|
|Graduate Attributes||Learning Outcomes|
|1 - Knowledge||•||•||•||•||•||•|
|2 - Communication||•||•||•||•||•||•|
|3 - Cognitive, technical and creative skills||•||•||•||•||•||•|
|5 - Self-management||•|
|6 - Ethical and Professional Responsibility||•||•||•||•||•|
|Assessment Tasks||Graduate Attributes|
|1 - Written Assessment||•||•||•||•|
|2 - Professional Practice Placement||•||•||•||•||•|
|3 - Portfolio||•||•||•||•||•|