EUN160 Professional Experience: Introduction to Professional Practice
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN160 |
|---|---|
| Prerequisite(s): | EUN120 or EUN111 or EUN106. EUN120 or EUN111 or EUN106 can be enrolled in the same teaching period as EUN160. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN160 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN120 or EUN111 or EUN106. EUN120 or EUN111 or EUN106 can be enrolled in the same teaching period as EUN160. |
Overview
This unit prepares you for your first professional experience and planning for learning. You will develop planning skills to construct lesson plans that include learning goals and a range of teaching strategies. The unit will include planning for classroom management, strategies to support student engagement and a focus on planning for comprehension, text knowledge and literacy. The unit will also include verbal and non-verbal communications strategies to support student engagement in an educational setting. In preparation for placement, you will learn about system, curriculum and legislative requirements for working in educational settings. The unit incorporates a 15 day professional experience in a primary or secondary school setting.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Plan a sequence of lessons using teaching strategies and pedagogies informed by student literacy needs and literacy in curriculum documents.(CLO1).
- Identify opportunities for the explicit teaching of literacy, including comprehension, text knowledges and literacy in the learning areas(CLO1).
- Discuss policy and processes, theory and evidence-based teaching strategies and how these can be applied during practice (CLO2).
- Explain the relationship between positive learning environments that support student well-being and safety, and classroom management and communication strategies (CLO3).
- Create innovative learning experiences for individuals and small groups progressing to the development of a sequence of lesson plans (CLO4).
- Communicate and collaborate professionally with teachers, staff, peers, parents/carers and the wider community (CLO5 & 8).
- Analyse personal expectations and behaviours in practice using theory-practice understandings of teacher wellbeing and the importance of drawing on sources of professional learning (CLO6).
- Conduct oneself ethically and professionally in line with the code of ethics for teachers and relevant policies and processes (CLO7).
Content
This unit covers the following topics:
- orienting yourself to an educational setting as a pre-service teacher
- the influences that shape teachers' classroom practice and their philosophy of teaching
- an introduction to the Australian Professional Standards for Teachers (APST)
- identifying sources of professional learning for teachers
- planning for the incorporation of literacy capabilities across curriculum learning areas
- an introduction to literacy in curriculum documents
- the importance of teacher organisation of learning environments and the development of routines and procedures
- the importance of developing a range of verbal and non-verbal communication strategies to support child/student engagement
- providing clear directions for children/students to organise classroom activities
- understanding relevant legislative, administrative and organisation policies for teachers with attention to children/students' well-being, safety and mandatory reporting responsibilities.
- demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate student records of achievement
- collegial professional partnerships and engaging with professionals in the field, including responding to constructive feedback from supervisors and teachers
- understanding and applying the key principles described in codes of ethics and conduct for the teaching profession
- developing evidence that demonstrates the graduate level of the Australian Professional Standards for Teachers
Learning Approaches
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings.
Professional experience will involve 15 days of supervised teaching practice, formal observations and integration with schooling.
Feedback on Learning and Assessment
You will be provided with formative and summative feedback throughout the semester.
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Tutor and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort via QUT Canvas.
Assessment
Overview
Assessment in the unit has two parts:
1. Professional Experience Final Report. You must obtain Developing adequately (D), or Well developed (WD) level on all assessment items in the final report. Failure to do so will mean the failure of the unit.
2. Critical Reflection on Lesson Planning
Non-compliance with those course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
Literacy and numeracy standards as required by the profession are inherent requirements of this unit.
This unit is a designated unit, please see MOPP C/3.1 for more information.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Critical Reflection on Lesson Planning. Assessment criteria for Assessment Task 2 number five. You must pass all five assessment criteria to pass the second assessment task. Where an attempt fails to meet any one (1) assessment criterion, a resubmission of the assessment task within 72 hours of the release of results for that task may be permitted. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency (i.e., of one criterion) and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Placement Performance
You must obtain Developing adequately (D), Well developed (WD) level on all assessment items on the final report to be assessed as Satisfactory.
You will be assessed on 15 continuous days of supervised professional experience in a school. P-3 for EU30; P-6 for EU40 and 7-12 for EU50 students. This will involve observing classroom practice and planning, teaching and assessing learning experiences for students. EU30 pre-service teachers are required to undertake an observation in an upper primary classroom whilst on this placement.
Professional Experience days are organised as per the Professional Experience Calendar.
Relates to learning outcomes
Course learning outcomes; 1, 2, 3, 4, 5, 6, 7, 8
APST: 1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Critical Reflection on Lesson Planning
In this assessment task you will present three sequenced lesson plans designed and implemented during your placement. You will then write a critical reflection on these sequenced planning documents with the evidence-informed decisions you made during the planning and implementation phases.
Your annotations will identify and discuss:
1. Effective teaching strategies, including the implementation of a range of verbal and non-verbal communication strategies to support student engagement.
2. Classroom management strategies, and
3. Effective teaching and planning for the incorporation of literacy capabilities across curriculum learning areas.
Your critical reflection will include links to theory, relevant APST's, and policy documents and will identify how constructive feedback on placement from supervisory teachers informed teaching and learning decisions to improve practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 2.1, 2.2, 2.5, 3.2, 3.5, 4.1, 4.2, 6.3
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
You may incur additional costs while undertaking professional experience. For example: travel to and from teaching sites, potential vaccination requirements and the purchase of professional and safe attire appropriate for the teaching site, if necessary.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2022). Teaching Making A Difference. John Wiley & Sons Australia Ltd. (Fifth Edition)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a professional experience as part of this unit will need a valid blue card or suitability card which has been registered with QUT before they can commence their placement. Please refer to Blue card for full details and appropriate forms.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Placement Performance - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Placement Performance - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Placement Performance - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Strategies to support full participation of students with disability
Relates to: Placement Performance
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Content selection and organisation
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Curriculum, assessment and reporting
Relates to: Placement Performance - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Placement Performance - Literacy and numeracy strategies
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Information and Communication Technology (ICT)
Relates to: Placement Performance
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Placement Performance - Plan, structure and sequence learning programs
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Use teaching strategies
Relates to: Placement Performance - Use effective classroom communication
Relates to: Placement Performance, Critical Reflection on Lesson Planning
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Manage classroom activities
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Manage challenging behaviour
Relates to: Placement Performance - Maintain student safety
Relates to: Placement Performance - Use ICT safely, responsibly and ethically
Relates to: Placement Performance
5 Professional Practice: Assess, provide feedback and report on student learning
- Report on student achievement
Relates to: Placement Performance
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Placement Performance - Engage with colleagues and improve practice
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Apply professional learning and improve student learning
Relates to: Placement Performance
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Placement Performance - Comply with legislative, administrative and organisational requirements
Relates to: Placement Performance - Engage with the parents/carers
Relates to: Placement Performance - Engage with professional teaching networks and broader communities
Relates to: Placement Performance
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUN160 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN120 or EUN111 or EUN106. EUN120 or EUN111 or EUN106 can be enrolled in the same teaching period as EUN160. |
| Coordinator: | Grace O'Brien | g8.obrien@qut.edu.au |
Overview
This unit prepares you for your first professional experience and planning for learning. You will develop planning skills to construct lesson plans that include learning goals and a range of teaching strategies. The unit will include planning for classroom management, strategies to support student engagement and a focus on planning for comprehension, text knowledge and literacy. The unit will also include verbal and non-verbal communications strategies to support student engagement in an educational setting. In preparation for placement, you will learn about system, curriculum and legislative requirements for working in educational settings. The unit incorporates a 15 day professional experience in a primary or secondary school setting.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Plan a sequence of lessons using teaching strategies and pedagogies informed by student literacy needs and literacy in curriculum documents.(CLO1).
- Identify opportunities for the explicit teaching of literacy, including comprehension, text knowledges and literacy in the learning areas(CLO1).
- Discuss policy and processes, theory and evidence-based teaching strategies and how these can be applied during practice (CLO2).
- Explain the relationship between positive learning environments that support student well-being and safety, and classroom management and communication strategies (CLO3).
- Create innovative learning experiences for individuals and small groups progressing to the development of a sequence of lesson plans (CLO4).
- Communicate and collaborate professionally with teachers, staff, peers, parents/carers and the wider community (CLO5 & 8).
- Analyse personal expectations and behaviours in practice using theory-practice understandings of teacher wellbeing and the importance of drawing on sources of professional learning (CLO6).
- Conduct oneself ethically and professionally in line with the code of ethics for teachers and relevant policies and processes (CLO7).
Content
This unit covers the following topics:
- orienting yourself to an educational setting as a pre-service teacher
- the influences that shape teachers' classroom practice and their philosophy of teaching
- an introduction to the Australian Professional Standards for Teachers (APST)
- identifying sources of professional learning for teachers
- planning for the incorporation of literacy capabilities across curriculum learning areas
- an introduction to literacy in curriculum documents
- the importance of teacher organisation of learning environments and the development of routines and procedures
- the importance of developing a range of verbal and non-verbal communication strategies to support child/student engagement
- providing clear directions for children/students to organise classroom activities
- understanding relevant legislative, administrative and organisation policies for teachers with attention to children/students' well-being, safety and mandatory reporting responsibilities.
- demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate student records of achievement
- collegial professional partnerships and engaging with professionals in the field, including responding to constructive feedback from supervisors and teachers
- understanding and applying the key principles described in codes of ethics and conduct for the teaching profession
- developing evidence that demonstrates the graduate level of the Australian Professional Standards for Teachers
Learning Approaches
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings.
Professional experience will involve 15 days of supervised teaching practice, formal observations and integration with schooling.
Feedback on Learning and Assessment
You will be provided with formative and summative feedback throughout the semester.
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Tutor and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort via QUT Canvas.
Assessment
Overview
Assessment in the unit has two parts:
1. Professional Experience Final Report. You must obtain Developing adequately (D), or Well developed (WD) level on all assessment items in the final report. Failure to do so will mean the failure of the unit.
2. Critical Reflection on Lesson Planning
Non-compliance with those course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
Literacy and numeracy standards as required by the profession are inherent requirements of this unit.
This unit is a designated unit, please see MOPP C/3.1 for more information.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Critical Reflection on Lesson Planning. Assessment criteria for Assessment Task 2 number five. You must pass all five assessment criteria to pass the second assessment task. Where an attempt fails to meet any one (1) assessment criterion, a resubmission of the assessment task within 72 hours of the release of results for that task may be permitted. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency (i.e., of one criterion) and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Placement Performance
You must obtain Developing adequately (D), Well developed (WD) level on all assessment items on the final report to be assessed as Satisfactory.
You will be assessed on 15 continuous days of supervised professional experience in a school. P-3 for EU30; P-6 for EU40 and 7-12 for EU50 students. This will involve observing classroom practice and planning, teaching and assessing learning experiences for students. EU30 pre-service teachers are required to undertake an observation in an upper primary classroom whilst on this placement.
Professional Experience days are organised as per the Professional Experience Calendar.
Relates to learning outcomes
Course learning outcomes; 1, 2, 3, 4, 5, 6, 7, 8
APST: 1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Critical Reflection on Lesson Planning
In this assessment task you will present three sequenced lesson plans designed and implemented during your placement. You will then write a critical reflection on these sequenced planning documents with the evidence-informed decisions you made during the planning and implementation phases.
Your annotations will identify and discuss:
1. Effective teaching strategies, including the implementation of a range of verbal and non-verbal communication strategies to support student engagement.
2. Classroom management strategies, and
3. Effective teaching and planning for the incorporation of literacy capabilities across curriculum learning areas.
Your critical reflection will include links to theory, relevant APST's, and policy documents and will identify how constructive feedback on placement from supervisory teachers informed teaching and learning decisions to improve practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 2.1, 2.2, 2.5, 3.2, 3.5, 4.1, 4.2, 6.3
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
You may incur additional costs while undertaking professional experience. For example: travel to and from teaching sites, potential vaccination requirements and the purchase of professional and safe attire appropriate for the teaching site, if necessary.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2022). Teaching Making A Difference. John Wiley & Sons Australia Ltd. (Fifth Edition)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a professional experience as part of this unit will need a valid blue card or suitability card which has been registered with QUT before they can commence their placement. Please refer to Blue card for full details and appropriate forms.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Placement Performance - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Placement Performance - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Placement Performance - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Strategies to support full participation of students with disability
Relates to: Placement Performance
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Content selection and organisation
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Curriculum, assessment and reporting
Relates to: Placement Performance - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Placement Performance - Literacy and numeracy strategies
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Information and Communication Technology (ICT)
Relates to: Placement Performance
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Placement Performance - Plan, structure and sequence learning programs
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Use teaching strategies
Relates to: Placement Performance - Use effective classroom communication
Relates to: Placement Performance, Critical Reflection on Lesson Planning
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Manage classroom activities
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Manage challenging behaviour
Relates to: Placement Performance - Maintain student safety
Relates to: Placement Performance - Use ICT safely, responsibly and ethically
Relates to: Placement Performance
5 Professional Practice: Assess, provide feedback and report on student learning
- Report on student achievement
Relates to: Placement Performance
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Placement Performance - Engage with colleagues and improve practice
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Apply professional learning and improve student learning
Relates to: Placement Performance
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Placement Performance - Comply with legislative, administrative and organisational requirements
Relates to: Placement Performance - Engage with the parents/carers
Relates to: Placement Performance - Engage with professional teaching networks and broader communities
Relates to: Placement Performance
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN160 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN120 or EUN111 or EUN106. EUN120 or EUN111 or EUN106 can be enrolled in the same teaching period as EUN160. |
Overview
This unit prepares you for your first professional experience and planning for learning. You will develop planning skills to construct lesson plans that include learning goals and a range of teaching strategies. The unit will include planning for classroom management, strategies to support student engagement and a focus on planning for comprehension, text knowledge and literacy. The unit will also include verbal and non-verbal communications strategies to support student engagement in an educational setting. In preparation for placement, you will learn about system, curriculum and legislative requirements for working in educational settings. The unit incorporates a 15 day professional experience in a primary or secondary school setting.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Plan a sequence of lessons using teaching strategies and pedagogies informed by student literacy needs and literacy in curriculum documents.(CLO1).
- Identify opportunities for the explicit teaching of literacy, including comprehension, text knowledges and literacy in the learning areas(CLO1).
- Discuss policy and processes, theory and evidence-based teaching strategies and how these can be applied during practice (CLO2).
- Explain the relationship between positive learning environments that support student well-being and safety, and classroom management and communication strategies (CLO3).
- Create innovative learning experiences for individuals and small groups progressing to the development of a sequence of lesson plans (CLO4).
- Communicate and collaborate professionally with teachers, staff, peers, parents/carers and the wider community (CLO5 & 8).
- Analyse personal expectations and behaviours in practice using theory-practice understandings of teacher wellbeing and the importance of drawing on sources of professional learning (CLO6).
- Conduct oneself ethically and professionally in line with the code of ethics for teachers and relevant policies and processes (CLO7).
Content
This unit covers the following topics:
- orienting yourself to an educational setting as a pre-service teacher
- the influences that shape teachers' classroom practice and their philosophy of teaching
- an introduction to the Australian Professional Standards for Teachers (APST)
- identifying sources of professional learning for teachers
- planning for the incorporation of literacy capabilities across curriculum learning areas
- an introduction to literacy in curriculum documents
- the importance of teacher organisation of learning environments and the development of routines and procedures
- the importance of developing a range of verbal and non-verbal communication strategies to support child/student engagement
- providing clear directions for children/students to organise classroom activities
- understanding relevant legislative, administrative and organisation policies for teachers with attention to children/students' well-being, safety and mandatory reporting responsibilities.
- demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate student records of achievement
- collegial professional partnerships and engaging with professionals in the field, including responding to constructive feedback from supervisors and teachers
- understanding and applying the key principles described in codes of ethics and conduct for the teaching profession
- developing evidence that demonstrates the graduate level of the Australian Professional Standards for Teachers
Learning Approaches
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings.
Professional experience will involve 15 days of supervised teaching practice, formal observations and integration with schooling.
Feedback on Learning and Assessment
You will be provided with formative and summative feedback throughout the semester.
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Tutor and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort via QUT Canvas.
Assessment
Overview
Assessment in the unit has two parts:
1. Professional Experience Final Report. You must obtain Developing adequately (D), or Well developed (WD) level on all assessment items in the final report. Failure to do so will mean the failure of the unit.
2. Critical Reflection on Lesson Planning
Non-compliance with those course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
Literacy and numeracy standards as required by the profession are inherent requirements of this unit.
This unit is a designated unit, please see MOPP C/3.1 for more information.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Critical Reflection on Lesson Planning. Assessment criteria for Assessment Task 2 number five. You must pass all five assessment criteria to pass the second assessment task. Where an attempt fails to meet any one (1) assessment criterion, a resubmission of the assessment task within 72 hours of the release of results for that task may be permitted. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency (i.e., of one criterion) and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Placement Performance
You must obtain Developing adequately (D), Well developed (WD) level on all assessment items on the final report to be assessed as Satisfactory.
You will be assessed on 15 continuous days of supervised professional experience in a school. P-3 for EU30; P-6 for EU40 and 7-12 for EU50 students. This will involve observing classroom practice and planning, teaching and assessing learning experiences for students. EU30 pre-service teachers are required to undertake an observation in an upper primary classroom whilst on this placement.
Professional Experience days are organised as per the Professional Experience Calendar.
Relates to learning outcomes
Course learning outcomes; 1, 2, 3, 4, 5, 6, 7, 8
APST: 1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Critical Reflection on Lesson Planning
In this assessment task you will present three sequenced lesson plans designed and implemented during your placement. You will then write a critical reflection on these sequenced planning documents with the evidence-informed decisions you made during the planning and implementation phases.
Your annotations will identify and discuss:
1. Effective teaching strategies, including the implementation of a range of verbal and non-verbal communication strategies to support student engagement.
2. Classroom management strategies, and
3. Effective teaching and planning for the incorporation of literacy capabilities across curriculum learning areas.
Your critical reflection will include links to theory, relevant APST's, and policy documents and will identify how constructive feedback on placement from supervisory teachers informed teaching and learning decisions to improve practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 2.1, 2.2, 2.5, 3.2, 3.5, 4.1, 4.2, 6.3
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
You may incur additional costs while undertaking professional experience. For example: travel to and from teaching sites, potential vaccination requirements and the purchase of professional and safe attire appropriate for the teaching site, if necessary.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2022). Teaching Making A Difference. John Wiley & Sons Australia Ltd. (Fifth Edition)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
The Commission for Children and Young People Act 2000 (Qld) requires that all students undertaking a professional experience as part of this unit will need a valid blue card or suitability card which has been registered with QUT before they can commence their placement. Please refer to Blue card for full details and appropriate forms.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Placement Performance - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Placement Performance - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Placement Performance - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Strategies to support full participation of students with disability
Relates to: Placement Performance
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Content selection and organisation
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Curriculum, assessment and reporting
Relates to: Placement Performance - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Placement Performance - Literacy and numeracy strategies
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Information and Communication Technology (ICT)
Relates to: Placement Performance
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Placement Performance - Plan, structure and sequence learning programs
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Use teaching strategies
Relates to: Placement Performance - Use effective classroom communication
Relates to: Placement Performance, Critical Reflection on Lesson Planning
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Manage classroom activities
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Manage challenging behaviour
Relates to: Placement Performance - Maintain student safety
Relates to: Placement Performance - Use ICT safely, responsibly and ethically
Relates to: Placement Performance
5 Professional Practice: Assess, provide feedback and report on student learning
- Report on student achievement
Relates to: Placement Performance
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Placement Performance - Engage with colleagues and improve practice
Relates to: Placement Performance, Critical Reflection on Lesson Planning - Apply professional learning and improve student learning
Relates to: Placement Performance
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Placement Performance - Comply with legislative, administrative and organisational requirements
Relates to: Placement Performance - Engage with the parents/carers
Relates to: Placement Performance - Engage with professional teaching networks and broader communities
Relates to: Placement Performance
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Placement Performance, Critical Reflection on Lesson Planning - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Placement Performance, Critical Reflection on Lesson Planning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance, Critical Reflection on Lesson Planning - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO5, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Placement Performance - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO7, Placement Performance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO8, Placement Performance - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Placement Performance