This is the third in-school placement for Master of Teaching pre-service teachers. In this unit you will explore strategies to enact learning through differentiation approaches, strategies that promote active participation and an understanding and application of the skills that build capacity and engagement beyond the classroom through demonstrating impact on student learning. You will complete 1 contextual day visit as an orientation to the school site prior to a completing a 20 day continuous block placement 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. In preparation for this professional experience you will demonstrate your expert content and pedagogical content knowledge in your area of curriculum specialisation. The teaching artefacts, implementation strategies and resources as well as the skills and processes demonstrated in this task will then be enacted through highly effective classroom teaching in your in-school placement to then be evaluated in 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 third in-school placement. 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||
For CL05 Master of Teaching (Secondary) students: EDFE20035 Professional Praxis 2: Supportive Learning Environments and EDSE20021 Senior Secondary Curriculum, Pedagogy and Assessment
For CC45 Master of Teaching (Primary) students: EDFE20035 Professional Praxis 2: Supportive Learning Environments
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 3 - 2021 : The overall satisfaction for students in the last offering of this course was 65.71% (`Agree` and `Strongly Agree` responses), based on a 21.47% 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
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students*
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability*
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians*
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
3.7 Engage parents/carers in the educative process*
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
5.3 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
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
*Depending upon school context, this Standard may not be able to be assessed
|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||•||•||•||•||•|
|7 - Leadership||•||•||•||•||•|
|Assessment Tasks||Graduate Attributes|
|1 - Written Assessment||•||•||•||•||•||•|
|2 - Professional Practice Placement||•||•||•||•||•||•||•|
|3 - Portfolio||•||•||•||•||•||•|