EDFE20035 - Professional Praxis 2: Supportive Learning Environments

Showing: 2026 HE Term 1
General Information

Unit Synopsis

This is the second in-school placement for Master of Teaching pre-service teachers. In this unit, you will explore strategies teachers use to create positive, organised classroom environments that support wellbeing, engagement and learning. 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. During your in-school placement, you will analyse the impact of different approaches to classroom management on student learning and apply your understanding of motivation, relationship building and engagement to plan proactively for the safety, support, inclusion and self-regulation of all learners during the in-school placement. 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 continue 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 second in-school placement. You must pass all assessment tasks to pass this unit.

Details

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 - 2021

Term 2 - 2021 Profile
Mixed Mode
Term 2 - 2022 Profile
Mixed Mode
Term 2 - 2023 Profile
Mixed Mode
Term 2 - 2024 Profile
Mixed Mode
Term 2 - 2025 Profile
Mixed Mode
Term 2 - 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

Previous Feedback

No previous feedback available

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:
 Resources for assessment tasks need organisation

Recommendation:
 Consolidate assessment resources in a single folder for each strand of the course

Action Taken:
 Some assessment resources (lesson plan, lesson observation and class profile) were updated. The recommendation that assessment resources where aligned to each task had been acted upon.
Source: SUTE
Feedback:
 Tutorial delivery

Recommendation:
 Enhance tutorial delivery to make explicit links between theory and practice

Action Taken:
 Tutorial materials (recorded lecture + ppt) used examples drawn from current research recommendations (AERO), system expectations and school examples. Resources to support Praxis tasks were reviewed and aligned to current curriculum expectations (responding to diverse learners). Lecture material focused on preparation for praxis but recognised that contextual factors of placement would require tailored application of the information provided.
Source: SUTE comment data
Feedback:
 Students reported that the learning materials were useful and that the assessment tasks and feedback contributed to their learning.

Recommendation:
 Review the example materials on the Moodle site to maximise currency with primary and secondary school contexts.

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 a developing level
  2. Enact teaching through effective teaching practice at a developing level
  3. Create safe and supportive learning environments through effective classroom management at a developing level
  4. Assess and record learning at a developing level
  5. Interpret and apply the key responsibilities of teachers through appropriate professional conduct at a developing 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

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
• 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 • • • • •