Credit points


Campus offering

No unit offerings are currently available for this unit


(EDET695 Effective Teaching 2: Engaging Learners AND LNTE511 Literacy and Numeracy Test ) OR (EDET695 Effective Teaching 2: Engaging Learners AND LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students )


EDET603 Effective Teaching 3: Teacher Inquiry and Evidence-Based Practice , EDET669 Effective Teaching 3: Teacher Inquiry and Evidence-Based Practice (B-12) , EDFX624 Preparation for the Profession and Graduate Professional Experience 3 , EDET691 Effective Teaching 3: Teacher Inquiry and Evidence-based Practice

Unit rationale, description and aim

Includes: 30 days professional experience placement in a secondary school setting

Effective teaching is underpinned by reflection, enquiry and evidence-based practice. Teachers need skills that enable continual, self-regulated professional learning.

This unit facilitates readiness for the profession and provides the opportunity for school-based reflective enquiry into practice. It enables pre-service teachers to reinforce and expand professional knowledge, practice and engagement in the different roles and responsibilities of teachers in positively influencing student learning. The unit provides pre-service teachers with a substantial block of extended professional experience that approximates the realities of everyday teaching in a supportive classroom context and the related school and the broader community. The intention is to extend pre-service teachers’ repertoire of pedagogical skills and practices for planning, delivering and evaluating teaching and learning programs. Pre-service teachers will use a framework of enquiry to align curriculum, assessment, learning and teaching to provide effective and differentiated learning across the full range of learning needs. They will collect, interpret and use data to demonstrate quality teaching practices and to track learning progressions to evaluate the impact of their teaching on student learning.

The aim of this culminating unit is to synthesise learning from Education Studies, Effective Teaching and Curriculum Studies to ensure pre-service teachers’ readiness for the profession. 

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome NumberLearning Outcome DescriptionRelevant Graduate Capabilities
LO1Profile achievement of the Australian Teacher Professional Standards at a graduate level and demonstrate readiness to transition into the profession based on multiple sources of evidence (GC1, GC2, GC3, GC7, GC8, GC9
LO2Demonstrate integrated knowledge of and ability to plan, implement and evaluate teaching and learning for selected curricula relevant to pre-service teachers’ areas of specialtyGC1, GC2, GC3, GC7, GC8, GC9
LO3Collect, examine, interpret and moderate multiple sources of evidence, including student data and feedback from professionals, to ensure consistent judgements of student learning and to modify teaching practices and programsGC1, GC2, GC3, GC4, GC7, GC8, GC9
LO4Demonstrate effective teaching practices that evidence readiness for entry to the professionGC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Australian Professional Standards for Teachers - Graduate Level

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

Industry StandardRelating toRelevant Learning Outcome
APST(GA)1.1Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.LO1, LO2, LO4
APST(GA)1.2Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.LO1, LO2
APST(GA)1.3Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgroundsLO1, LO2, LO4
APST(GA)1.4Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgroundsLO1, LO2
APST(GA)1.5Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.LO1, LO2, LO4
APST(GA)1.6Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.LO1, LO2
APST(GA)2.1Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.LO1, LO2, LO4
APST(GA)2.2Organise content into an effective learning and teaching sequence.LO1, LO2, LO4
APST(GA)2.3Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.LO1, LO2, LO4
APST(GA)2.4Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.LO1, LO2
APST(GA)2.5Know and understand literacy and numeracy teaching strategies and their application in teaching areas.LO1, LO2, LO4
APST(GA)2.6Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.LO1, LO2, LO4
APST(GA)3.1Set learning goals that provide achievable challenges for students of varying abilities and characteristics.LO1, LO2, LO4
APST(GA)3.2Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.LO1, LO2, LO4
APST(GA)3.3Include a range of teaching strategies.LO1, LO2, LO4
APST(GA)3.4Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.LO1, LO2, LO4
APST(GA)3.5Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.LO1, LO2, LO4
APST(GA)3.6Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.LO1, LO2, LO4
APST(GA)3.7Describe a broad range of strategies for involving parents/carers in the educative process.LO1, LO2
APST(GA)4.1Identify strategies to support inclusive student participation and engagement in classroom activities.LO1, LO4
APST(GA)4.2Demonstrate the capacity to organise classroom activities and provide clear directions.LO1, LO4
APST(GA)4.3Demonstrate knowledge of practical approaches to manage challenging behaviour.LO1, LO4
APST(GA)4.4Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.LO1, LO4
APST(GA)4.5Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.LO1, LO4
APST(GA)5.1Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.LO1, LO3, LO4
APST(GA)5.2Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.LO1, LO3, LO4
APST(GA)5.3Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.LO1, LO3, LO4
APST(GA)5.4Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.LO1, LO3, LO4
APST(GA)5.5Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.LO1, LO3, LO4
APST(GA)6.1Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.LO1, LO4
APST(GA)6.2Understand the relevant and appropriate sources of professional learning for teachers.LO1, LO4
APST(GA)6.3Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.LO1, LO3, LO4
APST(GA)6.4Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.LO1, LO4
APST(GA)7.1Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.LO1, LO3, LO4
APST(GA)7.2Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.LO1, LO4
APST(GA)7.3Understand strategies for working effectively, sensitively and confidentially with parents/carers.LO1, LO4
APST(GA)7.4Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.LO1


Topics will include:

  • Self-reflective professional learning: including goal setting, critical reflective practice and sources of professional learning and feedback
  • Ethical professional practice for engaging with data and evidence for enquiry into and critical reflection of teaching and learning in school contexts
  • Use of theory, practice and critical enquiry that informs teaching practices to impact on learners and learning
  • Strategies for collecting and interpreting data to evaluate student learning and modify teaching practice to improve learning outcomes
  • Seeking and applying constructive feedback from supervisors, colleagues, students and community to reflect on and improve teaching practices
  • Establishing and maintaining an engaging learning environment cognizant of current teaching and learning theories in the classroom
  • Management of the full range of teacher’s responsibilities, including routines, transitions, supervision, teaching and learning, assessment, pastoral care of school students and relationships within the school community
  • Preparing to transition; including ethical, legal and professional responsibilities of teachers 

Learning and teaching strategy and rationale

The key strategy of this unit will be enquiry-based learning, enacted predominantly in the classroom/school. The pre-service teacher engages in the GTPA as a capstone experience in the school context. Approximately 12 hours of directed teaching (lectures or workshops), readings and online support before, during and after the placement. Directed instruction will provide support for students in the completion of the GTPA within the context of a professional experience placement.

In this unit the pre-service teacher will engage in the sustained role of the teacher in a classroom/school setting undertaking the diverse duties of a practising teacher; including planning, teaching, assessment and moderation, differentiated engagement with students, department/year-level/school meetings, collaborative team planning sessions, supervision, and other duties required within the setting. This supports the pre-service teacher to undertake the capstone experience in the class/school setting. The pre-service teacher will work collegially with a mentor and/or supervising teacher and will actively participate in feedback discussions and proactive planning with both the supervising teacher and the university academic.

Teaching and learning strategies may include, but are not limited to:

  • Weekly face-to-face lectures and/or online lectures (synchronous and asynchronous)
  • Hands-on tutorials and discussions that promote peer learning
  • Self-directed reading and research
  • Collaborative learning opportunities.

Technology Enhanced Learning

The unit will include a Learning Management System site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between on-campus content and school experiences. It may include:

  • Online review exercises.
  • Discussion board to exchange ideas and refine learning.
  • Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies

Professional Experience: teaching requirements

In the final professional experience, pre-service teachers must satisfactorily demonstrate attainment of the Australian Standards for Teachers: Graduate level in order to complete requirements and pass this unit.

The final professional experience placement consists of 30 days (6 weeks) of continuous school-based experience in the same classroom. A pre-service Secondary teacher will be placed in a secondary setting that will support practice teaching in at least one of their two secondary subject areas.

In this unit, pre-service teachers will be expected to undertake:

  • 6 weeks of teaching, with a teaching load at 75-80% of normal load
  • GTPA Project development, implementation and data collection. (Refer to Professional Experience Handbook for detailed guidelines regarding teaching and other requirements).

Recommended Teaching Experiences

The following engagements are recommended across the 30-day placement. They provide a scaffolded, praxis-oriented approach to building experience, competency and confidence, and are designed to align with on-campus content. These engagements are to be discussed, negotiated and planned with the supervising teacher/s

 Proposed Teaching Expectations

2 Observation Days Prior to the Block:

  • Orientation, observation and assisting the supervising and nominated teacher/s in the teaching and learning process. 
  • Initial planning/pre-assessing for GTPA.

Days 1 – 5

  • Planning and implementation of one lesson to half day teaching per day. Building capacity to taking responsibility for whole day teaching.
  • Continue planning or commence assessing/teaching GTPA.
  • Professional experience reflection, self-auditing and evaluation.

Days 6 – 10:

  • Planning and implementation of half to full day teaching and assessing per day including GTPA. Responsibility for most class transitions and routines.
  • Professional experience reflection, self-auditing and evaluation.

Days 11 – 30

  • Planning and implementation of all day teaching and assessing including GTPA. Responsibility for all class transitions and routines.
  • Professional experience reflection, self-auditing and evaluation.

Assessment strategy and rationale

The assessment tasks allow pre-service teachers to demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. The Education Studies units in this course focus on developing an understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the APST: Graduate level. In this unit, assessments focus on skills of enquiry as means to enhance teaching practices and strategies. Performance in the professional experience placement is assessed in two ways. First, the Graduate Teacher Performance Assessment (GTPA) is the centrepiece of this unit and its assessment. This praxis-oriented assessment is an externally validated, nationally moderated, inter-institutional task that must be completed holistically. Second, evidence of the pre-service teacher as observed in practice by other professionals, including at least the supervising teacher and a

Minimum Achievement Standards

The professional experience included in this unit represents the culmination of the pre-service teacher’s development towards readiness for the profession. The assessment comprises two culminating pieces of evidence of professional readiness; i) the final report of the Professional Experience Assessment, and ii) the Graduate Teacher Performance Assessment (GTPA). Pre-service teachers must achieve a pass in both assessments to satisfactorily complete this unit.


If a fail grade is determined for either assessment requirement, regardless of the outcome of the other, this will result in a fail for the entire unit. Pre-service teachers who fail this unit will be asked to ‘show cause’ and their enrolment in the course will be terminated if the unit is failed twice. 

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate CapabilitiesStandards

Assessment Task 1:

Graduate Teacher Performance Assessment (GTPA)

Critical Task

The GTPA asks pre-service teachers to reflect critically on a teaching, learning and assessment cycle and its impact on student learning. It must be accompanied by documentary evidence of the teaching, learning and assessment cycle and of student learning.

The GTPA is a common, culminating assessment used across multiple ITE programs and providers. Information about the specific requirements of the GTPA is detailed in the guideline materials supplied via the provided LMS site.


LO1, LO2, LO3GC1, GC2, GC3, GC4, GC7, GC8, GC9APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)1.6, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)5.3, APST(GA)5.4, APST(GA)5.5, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)6.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Professional Experience Assessment

The summative Professional Experience is assessed in consultation with a supervising teacher and a university academic over the placement. The pre-service teacher must demonstrate attainment of the Australian Professional Standards for Teachers: Graduate within the context of classroom/school setting practices. Refer to the Unit Professional Experience Report Book for interim and final reports.


LO4GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11, GC12APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)5.3, APST(GA)5.4, APST(GA)5.5, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)6.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

Representative texts and references

Required text(s)

Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA)

Relevant State and Territory curriculum documents. 

Recommended references

Alexakos, K. (2015). Being a teacher/researcher: A primer on doing authentic inquiry research on teaching and learning. Rotterdam, The Netherlands: Sense Publishers. 

Brady, L., & Kennedy K. (2018). Assessing and reporting: Celebrating student achievement (5th ed.). Frenchs Forest, NSW: Pearson Australia.

Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123. 

Dana, N. F., & Yendol-Hoppey, D. (2020). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.). Thousand Oaks, CA: Corwin.

Deppeler, J. (2017). Navigating the Boundaries of Difference: Using Collaboration in Inquiry to Develop Teaching and Progress Student Learning. In L. Florian and N. Pantic. Teacher Education for the Changing Demographics of Schooling (pp. 149-165). Springer, Cham. 

Leat, D., Reid, A., & Lofthouse, R. (2015). Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views?. Oxford Review of Education, 41(2): 270-286.

Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). New York, NY: Pearson.

Mor, Y., Ferguson, R., & Wasson, B. (2015). Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221-229. 

Posch, P. (2019). Action research - conceptual distinctions and confronting the theory-practice divide in Lesson and Learning Studies. Educational Action Research, 27(4), 496-510.

Taylor, L. A. (2017). How teachers become teacher-researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16-25.

To, J., & Carless, D. (2016). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764.

Wall, K., & Hall, E. (2017) The teacher in teacher-practitioner research: three principles of inquiry. In Boyd, P. and Szplit, A., International Perspectives: Teachers and Teacher Educators Learning Through Enquiry, KielceKrakow: 35-62 

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