EUN262 Professional Experience: Creating Positive Learning Environments in School Contexts
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: | EUN262 |
|---|---|
| Prerequisite(s): | (EUN160 or EUN130) and (EUN112 or EUN102) and a recorded result (Achieved or Not Achieved) of both components of LANTITE. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUN262 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUN160 or EUN130) and (EUN112 or EUN102) and a recorded result (Achieved or Not Achieved) of both components of LANTITE. |
| Coordinators: | Michelle-Anne Bradford | michelleanne.bradford@qut.edu.au |
Overview
In this unit, you will develop knowledge of practical approaches to classroom and behaviour management that supports student learning, self-regulation and well-being. This unit will focus on developing positive and safe learning environments through developing classroom processes and procedures, communicating expectations and research evidenced strategies that limit the incidence and impact of challenging behaviours. In preparation for your second professional experience, you will learn about research evidenced classroom strategies that focus on proactive and preventative practices and practical skills to maintain safe, orderly and inclusive environments for the whole class, small groups and addressing student diversity. This unit incorporates a 20-day professional experience in a primary or secondary 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:
- Select appropriate classroom management theories and strategies to address challenging behaviours in practice (CLO 1).
- Evaluate the effectiveness of your classroom management plan through reflection on practice (CLO2).
- Reflect critically on the ways theories of curriculum and pedagogy inform your personal teaching philosophy (CLO 2).
- Synthesise theory related to classroom management intervention practices to create a safe and supportive learning environments (CLO3).
- Seek and apply constructive feedback from supervisors and teachers to improve teaching practices (CLO5).
- Analyse your expectations and behaviours in relation to responding to challenging behaviours in practice using theory-practice understandings of teacher wellbeing (CLO 6).
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct (CLO7).
- Communicate professionally with teachers, staff and parents/carers to discuss student behaviour and classroom management (CLO8).
Content
Content and learning activities in this unit include:
- orienting yourself to an educational setting as a pre-service teacher including when and how pre-service teachers can practise and apply research evidenced techniques and early intervention strategies to positively and effectively manage behaviour through modelling desired behaviours, establishing rules and routines, and pre-planned strategies like prompts, pre corrections and verbal feedback
- Understanding, observing and engaging with a multi-tiered framework to promote high quality instruction and reduce need for further intervention
- classroom management theories, approaches and strategies
- promoting structured, safe and positive learning environments through establishing, explicitly teaching, and reinforcing rules and routines
- developing a range of theoretically supported and practical tools to manage challenging behaviours
- developing classroom management plans to pre-plan and rehearse early intervention strategies and responses to reinforce high expectations and promote expected behaviours
- practising and applying collaborative goal-setting and inclusive practices including building positive relationships, for example, practices that include effective questioning that encourages participation, reducing cognitive load to contribute to positive behaviour, student motivation, engagement and academic success
- research evidenced instructional and pedagogical practices that promote positive behaviour, participation, improved motivation, self-accountability and understanding of consequences
- multi-tiered systems of support in a classroom setting
- intervention practices to prevent and respond to challenging behaviours, bullying and cyber-bullying
- understanding collaborative professional partnerships through engaging with colleagues and school leadership through consistent communication and problem solving to enhance student learning
- 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
Some example activities you will participate in are:
Discussion with peers about how MTSS works in classroom settings including opportunities to observe its implementation, and the research showing the protective impact of high-quality Tier 1 instruction in reducing the need for further intervention. This includes discussion of Cooper, J. T., & Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40(2), 102-113.
Discussion with peers about how to develop and use effective rules and routines that create learning habits, when and how pre-service teachers can practise these in professional settings, the research showing their impact on reducing wasted learning time, and specific examples of effective routines for different lesson phases and activities, such as ‘do-nows’, lesson reflections, and structured group protocols. This includes discussion of Sargeant, J. (2020). Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 67-86). Routledge., and Churchill et al., (2024). Organising the learning environment. In Teaching: Making a difference (6th ed., pp. 281–309). John Wiley & Sons Australia.
Discussion with peers about the research showing the positive impact of clear and high expectations on student behaviour and achievement, the link between effective pedagogical practices and increased positive behaviour, and the use of structured lessons, explicit instruction, effective questioning, reduced cognitive load, and specific positive feedback to prevent misbehaviour and disengagement. This includes discussion of Sargeant, J. (2020). Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 67-86). Routledge., and Sargeant, J. (2020). Tier 1: Universal interventions that support PBS and classroom practice. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 105-122). Routledge.
Discussion with peers about how to set ambitious and achievable goals collaboratively with students, the importance of consistent reinforcement, the research on the impact of positive teacher-student relationships on behaviour and outcomes, and how to create a predictable and safe classroom environment through consistent use of space, prompts, and visible routines. This includes discussion of May, C. (2020). Building relationships: Strategies to increase collaboration, cooperation and participation. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 138–149). Routledge.
Discussion with peers about the research supporting calm, consistent and proportional responses to behaviour, how to model desired behaviours and explicitly reference them to reinforce expectations, and how to pre-plan and rehearse early intervention techniques such as prompts, pre-corrections and verbal feedback, with opportunities to practise these in a practicum setting. This includes discussion of Sargeant, J. (2020). Tier 1: Universal interventions that support PBS and classroom practice. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 105-122). Routledge.
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.
This unit incorporates a 20-day professional experience in a primary (EU40) or secondary (EU50) school.
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 Partner 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), Well developed (WD) level on all assessment items on the final report to be assessed as Satisfactory. Failure to do so will mean the failure of the unit.
2. Classroom Management Plan and Reflection
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 — Classroom Management Plan. 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 two (2) 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:
- 20 continuous days of supervised professional experience in a primary or secondary school.
This will involve observing classroom practice and planning, teaching and assessing learning experiences for students.
Professional Experience days are organised as per the Professional Experience Calendar
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 5, 6, 7
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, 3.4, 3.5, 3.6, 4.2, 4.3, 4.4. 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 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: Classroom Management Plan and Reflection
This assessment task consists of two parts:
- In the first part of the assessment task, you will develop a classroom management plan to be implemented on your Professional Experience Placement which will be informed by your teaching and learning philosophy. Your classroom management plan will identify research evidenced strategies and plans of action to implement proactive strategies to prevent misbehaviour and/or disengagement and intervention practices that respond to challenging behaviours. Your classroom management plan will consider the organisation of classroom activities and environment, the provision of high-quality instruction, clear directions, rules and routines and strategies to establish a structured, safe and positive classroom environment while working within school and/or system, curriculum and legislative requirements. Practices should include the use of structured lessons, clear and explicit instruction, effective questioning that encourages participation, reducing cognitive load and use of specific and positive feedback that acknowledge student effort
- In the second part of the assessment task, you will critically reflect on the effectiveness of your classroom management plan and identify adjustments based on your ability to practise and apply techniques that positively and effectively manage behaviour in classroom contexts, including the use of calm, consistent and proportional responses, behaviour modelling and feedback that gives attention to the desired behaviour.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 2, 5, 6, 7, 8
APST: 4.1, 4.2, 4.3, 4.4, 6.2, 6.3
TEEP: 3.1, 3.2, 3.3, 3.4
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
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., Apps, T., Batt, J., Beckman, K., Grainger, P., Holloway, J., Keddie, A., Letts, W., Mackay, J., & McGill, M. (2025). Teaching : Making a Difference. (6th ed.). John Wiley & Sons, Incorporated.
Other
Australian Professional Standards for Teachers.
Department of Education and Training, Every student succeeding - State Schools Strategy.
Department of Education and Training. P - 12 curriculum, assessment and reporting framework.
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 QUT's Work Integrated Learning Policy.
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 - 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 - Content selection and organisation
Relates to: Placement Performance - 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 - 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 - Use teaching strategies
Relates to: Placement Performance - Select and use resources
Relates to: Placement Performance - Use effective classroom communication
Relates to: Placement Performance - Evaluate and improve teaching programs
Relates to: Placement Performance
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Classroom Management Plan and Reflection - Manage classroom activities
Relates to: Placement Performance, Classroom Management Plan and Reflection - Manage challenging behaviour
Relates to: Placement Performance, Classroom Management Plan and Reflection - Maintain student safety
Relates to: Placement Performance, Classroom Management Plan and Reflection - Use ICT safely, responsibly and ethically
Relates to: Placement Performance
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Placement Performance - Provide feedback to students on their learning
Relates to: Placement Performance - Make consistent and comparable judgements
Relates to: Placement Performance - Interpret student data
Relates to: Placement Performance - 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, Classroom Management Plan and Reflection - Engage with colleagues and improve practice
Relates to: Placement Performance, Classroom Management Plan and Reflection
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.EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Placement Performance - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Placement Performance, Classroom Management Plan and Reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Placement Performance, Classroom Management Plan and Reflection - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Placement Performance, Classroom Management Plan and Reflection - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO7, Placement Performance, Classroom Management Plan and Reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO8, Classroom Management Plan and Reflection
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Placement Performance - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Placement Performance, Classroom Management Plan and Reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Placement Performance, Classroom Management Plan and Reflection - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Placement Performance, Classroom Management Plan and Reflection - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO7, Placement Performance, Classroom Management Plan and Reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO8, Classroom Management Plan and Reflection
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN262 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUN160 or EUN130) and (EUN112 or EUN102) and a recorded result (Achieved or Not Achieved) of both components of LANTITE. |
Overview
In this unit, you will develop knowledge of practical approaches to classroom and behaviour management that supports student learning, self-regulation and well-being. This unit will focus on developing positive and safe learning environments through developing classroom processes and procedures, communicating expectations and research evidenced strategies that limit the incidence and impact of challenging behaviours. In preparation for your second professional experience, you will learn about research evidenced classroom strategies that focus on proactive and preventative practices and practical skills to maintain safe, orderly and inclusive environments for the whole class, small groups and addressing student diversity. This unit incorporates a 20-day professional experience in a primary or secondary 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:
- Select appropriate classroom management theories and strategies to address challenging behaviours in practice (CLO 1).
- Evaluate the effectiveness of your classroom management plan through reflection on practice (CLO2).
- Reflect critically on the ways theories of curriculum and pedagogy inform your personal teaching philosophy (CLO 2).
- Synthesise theory related to classroom management intervention practices to create a safe and supportive learning environments (CLO3).
- Seek and apply constructive feedback from supervisors and teachers to improve teaching practices (CLO5).
- Analyse your expectations and behaviours in relation to responding to challenging behaviours in practice using theory-practice understandings of teacher wellbeing (CLO 6).
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct (CLO7).
- Communicate professionally with teachers, staff and parents/carers to discuss student behaviour and classroom management (CLO8).
Content
Content and learning activities in this unit include:
- orienting yourself to an educational setting as a pre-service teacher including when and how pre-service teachers can practise and apply research evidenced techniques and early intervention strategies to positively and effectively manage behaviour through modelling desired behaviours, establishing rules and routines, and pre-planned strategies like prompts, pre corrections and verbal feedback
- Understanding, observing and engaging with a multi-tiered framework to promote high quality instruction and reduce need for further intervention
- classroom management theories, approaches and strategies
- promoting structured, safe and positive learning environments through establishing, explicitly teaching, and reinforcing rules and routines
- developing a range of theoretically supported and practical tools to manage challenging behaviours
- developing classroom management plans to pre-plan and rehearse early intervention strategies and responses to reinforce high expectations and promote expected behaviours
- practising and applying collaborative goal-setting and inclusive practices including building positive relationships, for example, practices that include effective questioning that encourages participation, reducing cognitive load to contribute to positive behaviour, student motivation, engagement and academic success
- research evidenced instructional and pedagogical practices that promote positive behaviour, participation, improved motivation, self-accountability and understanding of consequences
- multi-tiered systems of support in a classroom setting
- intervention practices to prevent and respond to challenging behaviours, bullying and cyber-bullying
- understanding collaborative professional partnerships through engaging with colleagues and school leadership through consistent communication and problem solving to enhance student learning
- 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
Some example activities you will participate in are:
Discussion with peers about how MTSS works in classroom settings including opportunities to observe its implementation, and the research showing the protective impact of high-quality Tier 1 instruction in reducing the need for further intervention. This includes discussion of Cooper, J. T., & Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40(2), 102-113.
Discussion with peers about how to develop and use effective rules and routines that create learning habits, when and how pre-service teachers can practise these in professional settings, the research showing their impact on reducing wasted learning time, and specific examples of effective routines for different lesson phases and activities, such as ‘do-nows’, lesson reflections, and structured group protocols. This includes discussion of Sargeant, J. (2020). Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 67-86). Routledge., and Churchill et al., (2024). Organising the learning environment. In Teaching: Making a difference (6th ed., pp. 281–309). John Wiley & Sons Australia.
Discussion with peers about the research showing the positive impact of clear and high expectations on student behaviour and achievement, the link between effective pedagogical practices and increased positive behaviour, and the use of structured lessons, explicit instruction, effective questioning, reduced cognitive load, and specific positive feedback to prevent misbehaviour and disengagement. This includes discussion of Sargeant, J. (2020). Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 67-86). Routledge., and Sargeant, J. (2020). Tier 1: Universal interventions that support PBS and classroom practice. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 105-122). Routledge.
Discussion with peers about how to set ambitious and achievable goals collaboratively with students, the importance of consistent reinforcement, the research on the impact of positive teacher-student relationships on behaviour and outcomes, and how to create a predictable and safe classroom environment through consistent use of space, prompts, and visible routines. This includes discussion of May, C. (2020). Building relationships: Strategies to increase collaboration, cooperation and participation. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 138–149). Routledge.
Discussion with peers about the research supporting calm, consistent and proportional responses to behaviour, how to model desired behaviours and explicitly reference them to reinforce expectations, and how to pre-plan and rehearse early intervention techniques such as prompts, pre-corrections and verbal feedback, with opportunities to practise these in a practicum setting. This includes discussion of Sargeant, J. (2020). Tier 1: Universal interventions that support PBS and classroom practice. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 105-122). Routledge.
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.
This unit incorporates a 20-day professional experience in a primary (EU40) or secondary (EU50) school.
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 Partner 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), Well developed (WD) level on all assessment items on the final report to be assessed as Satisfactory. Failure to do so will mean the failure of the unit.
2. Classroom Management Plan and Reflection
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 — Classroom Management Plan. 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 two (2) 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:
- 20 continuous days of supervised professional experience in a primary or secondary school.
This will involve observing classroom practice and planning, teaching and assessing learning experiences for students.
Professional Experience days are organised as per the Professional Experience Calendar
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 5, 6, 7
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, 3.4, 3.5, 3.6, 4.2, 4.3, 4.4. 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 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: Classroom Management Plan and Reflection
This assessment task consists of two parts:
- In the first part of the assessment task, you will develop a classroom management plan to be implemented on your Professional Experience Placement which will be informed by your teaching and learning philosophy. Your classroom management plan will identify research evidenced strategies and plans of action to implement proactive strategies to prevent misbehaviour and/or disengagement and intervention practices that respond to challenging behaviours. Your classroom management plan will consider the organisation of classroom activities and environment, the provision of high-quality instruction, clear directions, rules and routines and strategies to establish a structured, safe and positive classroom environment while working within school and/or system, curriculum and legislative requirements. Practices should include the use of structured lessons, clear and explicit instruction, effective questioning that encourages participation, reducing cognitive load and use of specific and positive feedback that acknowledge student effort
- In the second part of the assessment task, you will critically reflect on the effectiveness of your classroom management plan and identify adjustments based on your ability to practise and apply techniques that positively and effectively manage behaviour in classroom contexts, including the use of calm, consistent and proportional responses, behaviour modelling and feedback that gives attention to the desired behaviour.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 2, 5, 6, 7, 8
APST: 4.1, 4.2, 4.3, 4.4, 6.2, 6.3
TEEP: 3.1, 3.2, 3.3, 3.4
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
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., Apps, T., Batt, J., Beckman, K., Grainger, P., Holloway, J., Keddie, A., Letts, W., Mackay, J., & McGill, M. (2025). Teaching : Making a Difference. (6th ed.). John Wiley & Sons, Incorporated.
Other
Australian Professional Standards for Teachers.
Department of Education and Training, Every student succeeding - State Schools Strategy.
Department of Education and Training. P - 12 curriculum, assessment and reporting framework.
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 QUT's Work Integrated Learning Policy.
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 - 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 - Content selection and organisation
Relates to: Placement Performance - 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 - 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 - Use teaching strategies
Relates to: Placement Performance - Select and use resources
Relates to: Placement Performance - Use effective classroom communication
Relates to: Placement Performance - Evaluate and improve teaching programs
Relates to: Placement Performance
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Classroom Management Plan and Reflection - Manage classroom activities
Relates to: Placement Performance, Classroom Management Plan and Reflection - Manage challenging behaviour
Relates to: Placement Performance, Classroom Management Plan and Reflection - Maintain student safety
Relates to: Placement Performance, Classroom Management Plan and Reflection - Use ICT safely, responsibly and ethically
Relates to: Placement Performance
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Placement Performance - Provide feedback to students on their learning
Relates to: Placement Performance - Make consistent and comparable judgements
Relates to: Placement Performance - Interpret student data
Relates to: Placement Performance - 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, Classroom Management Plan and Reflection - Engage with colleagues and improve practice
Relates to: Placement Performance, Classroom Management Plan and Reflection
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.EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Placement Performance - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Placement Performance, Classroom Management Plan and Reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Placement Performance, Classroom Management Plan and Reflection - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Placement Performance, Classroom Management Plan and Reflection - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO7, Placement Performance, Classroom Management Plan and Reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO8, Classroom Management Plan and Reflection
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Placement Performance - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Placement Performance, Classroom Management Plan and Reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Placement Performance, Classroom Management Plan and Reflection - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Placement Performance, Classroom Management Plan and Reflection - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO7, Placement Performance, Classroom Management Plan and Reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO8, Classroom Management Plan and Reflection
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN262 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (EUN160 or EUN130) and (EUN112 or EUN102) and a recorded result (Achieved or Not Achieved) of both components of LANTITE. |
Overview
In this unit, you will develop knowledge of practical approaches to classroom and behaviour management that supports student learning, self-regulation and well-being. This unit will focus on developing positive and safe learning environments through developing classroom processes and procedures, communicating expectations and research evidenced strategies that limit the incidence and impact of challenging behaviours. In preparation for your second professional experience, you will learn about research evidenced classroom strategies that focus on proactive and preventative practices and practical skills to maintain safe, orderly and inclusive environments for the whole class, small groups and addressing student diversity. This unit incorporates a 20-day professional experience in a primary or secondary 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:
- Select appropriate classroom management theories and strategies to address challenging behaviours in practice (CLO 1).
- Evaluate the effectiveness of your classroom management plan through reflection on practice (CLO2).
- Reflect critically on the ways theories of curriculum and pedagogy inform your personal teaching philosophy (CLO 2).
- Synthesise theory related to classroom management intervention practices to create a safe and supportive learning environments (CLO3).
- Seek and apply constructive feedback from supervisors and teachers to improve teaching practices (CLO5).
- Analyse your expectations and behaviours in relation to responding to challenging behaviours in practice using theory-practice understandings of teacher wellbeing (CLO 6).
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct (CLO7).
- Communicate professionally with teachers, staff and parents/carers to discuss student behaviour and classroom management (CLO8).
Content
Content and learning activities in this unit include:
- orienting yourself to an educational setting as a pre-service teacher including when and how pre-service teachers can practise and apply research evidenced techniques and early intervention strategies to positively and effectively manage behaviour through modelling desired behaviours, establishing rules and routines, and pre-planned strategies like prompts, pre corrections and verbal feedback
- Understanding, observing and engaging with a multi-tiered framework to promote high quality instruction and reduce need for further intervention
- classroom management theories, approaches and strategies
- promoting structured, safe and positive learning environments through establishing, explicitly teaching, and reinforcing rules and routines
- developing a range of theoretically supported and practical tools to manage challenging behaviours
- developing classroom management plans to pre-plan and rehearse early intervention strategies and responses to reinforce high expectations and promote expected behaviours
- practising and applying collaborative goal-setting and inclusive practices including building positive relationships, for example, practices that include effective questioning that encourages participation, reducing cognitive load to contribute to positive behaviour, student motivation, engagement and academic success
- research evidenced instructional and pedagogical practices that promote positive behaviour, participation, improved motivation, self-accountability and understanding of consequences
- multi-tiered systems of support in a classroom setting
- intervention practices to prevent and respond to challenging behaviours, bullying and cyber-bullying
- understanding collaborative professional partnerships through engaging with colleagues and school leadership through consistent communication and problem solving to enhance student learning
- 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
Some example activities you will participate in are:
Discussion with peers about how MTSS works in classroom settings including opportunities to observe its implementation, and the research showing the protective impact of high-quality Tier 1 instruction in reducing the need for further intervention. This includes discussion of Cooper, J. T., & Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40(2), 102-113.
Discussion with peers about how to develop and use effective rules and routines that create learning habits, when and how pre-service teachers can practise these in professional settings, the research showing their impact on reducing wasted learning time, and specific examples of effective routines for different lesson phases and activities, such as ‘do-nows’, lesson reflections, and structured group protocols. This includes discussion of Sargeant, J. (2020). Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 67-86). Routledge., and Churchill et al., (2024). Organising the learning environment. In Teaching: Making a difference (6th ed., pp. 281–309). John Wiley & Sons Australia.
Discussion with peers about the research showing the positive impact of clear and high expectations on student behaviour and achievement, the link between effective pedagogical practices and increased positive behaviour, and the use of structured lessons, explicit instruction, effective questioning, reduced cognitive load, and specific positive feedback to prevent misbehaviour and disengagement. This includes discussion of Sargeant, J. (2020). Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 67-86). Routledge., and Sargeant, J. (2020). Tier 1: Universal interventions that support PBS and classroom practice. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 105-122). Routledge.
Discussion with peers about how to set ambitious and achievable goals collaboratively with students, the importance of consistent reinforcement, the research on the impact of positive teacher-student relationships on behaviour and outcomes, and how to create a predictable and safe classroom environment through consistent use of space, prompts, and visible routines. This includes discussion of May, C. (2020). Building relationships: Strategies to increase collaboration, cooperation and participation. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 138–149). Routledge.
Discussion with peers about the research supporting calm, consistent and proportional responses to behaviour, how to model desired behaviours and explicitly reference them to reinforce expectations, and how to pre-plan and rehearse early intervention techniques such as prompts, pre-corrections and verbal feedback, with opportunities to practise these in a practicum setting. This includes discussion of Sargeant, J. (2020). Tier 1: Universal interventions that support PBS and classroom practice. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 105-122). Routledge.
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.
This unit incorporates a 20-day professional experience in a primary (EU40) or secondary (EU50) school.
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 Partner 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), Well developed (WD) level on all assessment items on the final report to be assessed as Satisfactory. Failure to do so will mean the failure of the unit.
2. Classroom Management Plan and Reflection
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 — Classroom Management Plan. 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 two (2) 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:
- 20 continuous days of supervised professional experience in a primary or secondary school.
This will involve observing classroom practice and planning, teaching and assessing learning experiences for students.
Professional Experience days are organised as per the Professional Experience Calendar
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 5, 6, 7
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, 3.4, 3.5, 3.6, 4.2, 4.3, 4.4. 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 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: Classroom Management Plan and Reflection
This assessment task consists of two parts:
- In the first part of the assessment task, you will develop a classroom management plan to be implemented on your Professional Experience Placement which will be informed by your teaching and learning philosophy. Your classroom management plan will identify research evidenced strategies and plans of action to implement proactive strategies to prevent misbehaviour and/or disengagement and intervention practices that respond to challenging behaviours. Your classroom management plan will consider the organisation of classroom activities and environment, the provision of high-quality instruction, clear directions, rules and routines and strategies to establish a structured, safe and positive classroom environment while working within school and/or system, curriculum and legislative requirements. Practices should include the use of structured lessons, clear and explicit instruction, effective questioning that encourages participation, reducing cognitive load and use of specific and positive feedback that acknowledge student effort
- In the second part of the assessment task, you will critically reflect on the effectiveness of your classroom management plan and identify adjustments based on your ability to practise and apply techniques that positively and effectively manage behaviour in classroom contexts, including the use of calm, consistent and proportional responses, behaviour modelling and feedback that gives attention to the desired behaviour.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 2, 5, 6, 7, 8
APST: 4.1, 4.2, 4.3, 4.4, 6.2, 6.3
TEEP: 3.1, 3.2, 3.3, 3.4
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
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., Apps, T., Batt, J., Beckman, K., Grainger, P., Holloway, J., Keddie, A., Letts, W., Mackay, J., & McGill, M. (2025). Teaching : Making a Difference. (6th ed.). John Wiley & Sons, Incorporated.
Other
Australian Professional Standards for Teachers.
Department of Education and Training, Every student succeeding - State Schools Strategy.
Department of Education and Training. P - 12 curriculum, assessment and reporting framework.
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 QUT's Work Integrated Learning Policy.
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 - 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 - Content selection and organisation
Relates to: Placement Performance - 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 - 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 - Use teaching strategies
Relates to: Placement Performance - Select and use resources
Relates to: Placement Performance - Use effective classroom communication
Relates to: Placement Performance - Evaluate and improve teaching programs
Relates to: Placement Performance
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Classroom Management Plan and Reflection - Manage classroom activities
Relates to: Placement Performance, Classroom Management Plan and Reflection - Manage challenging behaviour
Relates to: Placement Performance, Classroom Management Plan and Reflection - Maintain student safety
Relates to: Placement Performance, Classroom Management Plan and Reflection - Use ICT safely, responsibly and ethically
Relates to: Placement Performance
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Placement Performance - Provide feedback to students on their learning
Relates to: Placement Performance - Make consistent and comparable judgements
Relates to: Placement Performance - Interpret student data
Relates to: Placement Performance - 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, Classroom Management Plan and Reflection - Engage with colleagues and improve practice
Relates to: Placement Performance, Classroom Management Plan and Reflection
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.EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Placement Performance - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Placement Performance, Classroom Management Plan and Reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Placement Performance, Classroom Management Plan and Reflection - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Placement Performance, Classroom Management Plan and Reflection - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO7, Placement Performance, Classroom Management Plan and Reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO8, Classroom Management Plan and Reflection
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Placement Performance - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Placement Performance, Classroom Management Plan and Reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Placement Performance - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Placement Performance, Classroom Management Plan and Reflection - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO6, Placement Performance, Classroom Management Plan and Reflection - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO7, Placement Performance, Classroom Management Plan and Reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO8, Classroom Management Plan and Reflection