EUB170 Professional Experience: Introduction to Curriculum, Pedagogy and Assessment
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: | EUB170 |
|---|---|
| Prerequisite(s): | EUB104 |
| Equivalent(s): | EUB242, EUB242-2 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,528 |
| International unit fee | $4,572 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUB170 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB104 |
| Equivalent: | EUB242, EUB242-2 |
| Coordinators: | Denise Beutel | d.beutel@qut.edu.au Sarah James | s35.james@qut.edu.au |
Overview
This unit introduces the theory and practice of teaching and learning cycles that integrate curriculum, pedagogy and assessment to design lesson plans for junior secondary students. You will learn how to plan a lesson using knowledge of pedagogy, curriculum and formative assessment. You will have opportunities to conduct classroom observations of students and teachers engaged in teaching and learning.
You will be introduced to national and state curricular documents, pedagogic frameworks and assessment for learning theories that inform contemporary teacher practice. This introductory unit provides a context for applying the theoretical knowledge of teaching and learning cycles. This unit builds on EUB104 - Future Focused Teachers.
You will participate in 15 days of professional experience. Learning in this unit will be related to preparing for and reflecting on the time you will spend in a school.
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:
- Draft lesson plans that align to curriculum and apply appropriate teaching and assessment strategies, including literacy teaching strategies.
- Select appropriate theories, and academic and professional literature to justify approaches to planning lessons.
- Engage in cycles of reflective planning informed by professional knowledge and experience.
- Seek and apply constructive feedback from supervisors, teachers and peers to improve teaching practices.
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct.
- Demonstrate planning, teaching, management of safe and supportive learning environments, assessing and recording learning, and professional conduct during professional experience.
Content
This unit will focus on the knowledge and skills that provide a foundation for teaching in junior secondary school contexts. It will include topics such as:
- Introduction to curriculum, pedagogy and assessment frameworks for teaching and learning
- Strategic observations with a focus on curriculum, pedagogy and assessment practices
- Designing lesson plans with clear learning intentions (goals) and success criteria that provide achievable challenges for students of varying abilities and characteristics
- Strategies to check for prior learning and formative approaches to assess student learning
- Organising content into an effective learning sequence
- A range of teaching strategies, including verbal and non-verbal communication strategies and age-appropriate pedagogies to support student engagement, and practical approaches to managing challenging behaviour
- Planning as a cycle of reflection and evaluation
- Strategies, such as safety and risk assessment, that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements
- Strategies for reflecting on and evaluating teaching to improve student learning
Learning Approaches
Professional experience units explicitly teach and practise course content prior to the commencement of placement. The varied length of placements is dependent on the course requirements. QUT teaching staff ensures each professional experience unit accommodates the teaching and practising of content with regard to the timing of placements as outlined on the Professional Experience, the QUT Semester calendars, and the unit overview.
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
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Partner and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort
- formative assessment task - early in the teaching period you will complete a class activity outlining your initial planning for Assessment Task 2. You will be provided with the opportunity to engage in a feedback process with peers and academic staff.
Assessment
Overview
There are two assessment tasks in this unit:
1. Professional Experience Report - This will require you to connect the learning from this unit and your course about curriculum, pedagogy and assessment to professional experience.
2. Professional Plan - This will require you to draw on your understanding of curriculum, pedagogy and assessment to draft a lesson plan and using your reflections on professional experience, annotate and improve your lesson.
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— Reflection on Planning. A resubmission of the assessment task within 72 hours of the release of results for that task may be permitted if your assessment mark falls within a 10% margin of insufficiency. It is your responsibility as a student to resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency and notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Experience Report
You will practise your skills related to the Australian Professional Standards for Teachers in preparation for meeting the requirements of the final report.
Please refer to your course information. Non-compliance with course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Reflection on planning
Part A - Lesson plan and risk assessment
You will create a detailed lesson planning document that aligns with the Australian Curriculum in one of your teaching areas. It will reflect key learning from the unit on how to structure a lesson and support students' learning and engagement. You will also submit a risk assessment for your lesson, taking into consideration safety and risk in your learning environment. This will be submitted prior to professional experience. Please note: Not submitting this piece may result in you not being able to attend professional experience.
Part B - Reflection
You will reflect on your professional experience to identify the ways in which teachers enact the curriculum in one of your teaching areas. Consider the planning, pedagogies and formative assessment you observed. You will also reflect on how teaching staff planned to manage safety and risk in the learning environments.
You will also reflect on your own experiences during professional experience to explore what worked well, challenges and opportunities for improvement.
Part C - Adjusted lesson plan
Revise the lesson plan and risk assessment that you submitted in Part A or create a new lesson plan and risk assessment. Drawing on your reflections on professional experience, feedback from supervising teachers and/or peers, unit content and links to the Australian Professional Standards for Teachers you will annotate your planning document to show how you would improve the lesson.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
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
There may be costs related to immunisations.
Resources
The following text will be used throughout this unit.
Resource Materials
Recommended text(s)
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.
Other
EQ CARA Safety guideline documents
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.
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: Professional Experience Report - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Experience Report - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Experience Report - Strategies to support full participation of students with disability
Relates to: Professional Experience Report
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Experience Report, Reflection on planning - Content selection and organisation
Relates to: Professional Experience Report, Reflection on planning - Curriculum, assessment and reporting
Relates to: Professional Experience Report, Reflection on planning - Literacy and numeracy strategies
Relates to: Professional Experience Report, Reflection on planning - Information and Communication Technology (ICT)
Relates to: Professional Experience Report
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Experience Report, Reflection on planning - Plan, structure and sequence learning programs
Relates to: Professional Experience Report, Reflection on planning - Use teaching strategies
Relates to: Professional Experience Report, Reflection on planning - Select and use resources
Relates to: Professional Experience Report, Reflection on planning - Use effective classroom communication
Relates to: Professional Experience Report - Evaluate and improve teaching programs
Relates to: Professional Experience Report, Reflection on planning
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Experience Report, Reflection on planning - Manage classroom activities
Relates to: Professional Experience Report, Reflection on planning - Manage challenging behaviour
Relates to: Professional Experience Report - Maintain student safety
Relates to: Professional Experience Report - Use ICT safely, responsibly and ethically
Relates to: Professional Experience Report
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Experience Report, Reflection on planning - Provide feedback to students on their learning
Relates to: Professional Experience Report - Make consistent and comparable judgements
Relates to: Professional Experience Report - Interpret student data
Relates to: Professional Experience Report - Report on student achievement
Relates to: Professional Experience Report
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: Professional Experience Report, Reflection on planning
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Professional Experience Report - Comply with legislative, administrative and organisational requirements
Relates to: Professional Experience Report - Engage with the parents/carers
Relates to: Professional Experience Report - Engage with professional teaching networks and broader communities
Relates to: Professional Experience Report
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO6, Professional Experience Report, Reflection on planning - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflection on planning - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO6, Professional Experience Report - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO6, Professional Experience Report - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, ULO6, Professional Experience Report - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, ULO6, Professional Experience Report, Reflection on planning - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, ULO6, Professional Experience Report - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Professional Experience Report