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.

Content

Topics will include:

·        From learning theories to effective teaching strategies; using learnings from psychology, neuroscience and sociology

·        Teaching practices that align with how the brain learns; including for knowledge acquisition, memory, and cognitive overload

·        Novice vs expert learners; including designing and adjusting teaching strategies for progressing towards mastery

·        Approaches to planning for learning; including use of relevant curriculum documents

·        Preparing for teaching and learning; including structured alignment of goals, content, strategies, and assessment

·        Australian Professional Standards for Teachers (APST); including conduct and expectations for placement and working towards the standards

·        Professional, legal, and ethical responsibilities for teachers; including duty of care and safety, child protection, mandatory reporting, and data privacy

·        Positive learning environments; including safe and supportive environments, rules and routines, and proactive practices for increasing engagement

·        Assessment for learning; including formative assessment and specific, honest, constructive and clear feedback

·        Positive communication for learning; including teacher persona and voice, verbal and non-verbal communication skills, positive interpersonal relationships, and cultural sensitivity

·        Safe and ethical use of ICTs in contemporary contexts; including generative AI

·        Reflective practice for improving teaching and learning; including strategies for reflection in and on practice

·        Developing a personal and professional philosophy of teaching

Learning and teaching strategy and rationale

The unit follows a social constructivist approach, helping pre-service teachers grasp the complexities of the teaching profession through readings, discussions, and collaborative activities, culminating in an embedded professional experience placement.

Professional communication and teamwork skills are reinforced through practical tutorial tasks, including engaging with and presenting to peers. These activities allow students to strengthen verbal, written, and multimedia communication, as well as build confidence in presenting ideas in a supportive environment before applying these skills in an educational setting. Pre-service teachers will gain foundational knowledge in teaching strategies and lesson planning through first-hand observation and engagement with experienced educators, bridging theory with real-world teaching practices. The professional placement provides opportunity to develop and implement learning experiences tailored to specific school contexts. Through this integrated approach, pre-service teachers are equipped with the essential skills and knowledge needed to succeed in their teaching careers.

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

• ACECQA -1.1

  Relating to

  Learning, development and care

  Relevant Learning OutcomeLO1, LO2, LO4

• ACECQA -1.2

  Relating to

  Language development

  Relevant Learning OutcomeLO1, LO2, LO4

• ACECQA -1.3

  Relating to

  Social and emotional development

  Relevant Learning OutcomeLO1, LO2, LO4

• ACECQA -1.4

  Relating to

  child health, wellbeing, safety and protection (including safe sleep practices) 

  Relevant Learning OutcomeLO3, LO6

• ACECQA -3.3

  Relating to

  Professional identity and development

  Relevant Learning OutcomeLO3, LO6

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, 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:

• APST(GA)1.1

  Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

  Relevant Learning OutcomeLO1, LO2

• APST(GA)1.2

  Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

  Relevant Learning OutcomeLO1, LO2, LO4, LO5

• APST(GA)1.3

  Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

  Relevant Learning OutcomeLO2, LO4

• APST(GA)2.2

  Relating toOrganise content into an effective learning and teaching sequence.

  Relevant Learning OutcomeLO3, LO4

• APST(GA)2.3

  Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

  Relevant Learning OutcomeLO4, LO5

• APST(GA)3.1

  Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

  Relevant Learning OutcomeLO1, LO2, LO5

• APST(GA)3.3

  Relating toInclude a range of teaching strategies.

  Relevant Learning OutcomeLO1, LO2, LO4, LO5

• APST(GA)3.4

  Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

  Relevant Learning OutcomeLO2, LO3, LO5

• APST(GA)3.5

  Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

  Relevant Learning OutcomeLO1, LO2, LO4

• APST(GA)4.2

  Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

  Relevant Learning OutcomeLO1, LO3, LO5

• APST(GA)4.4

  Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

  Relevant Learning OutcomeLO2

• APST(GA)4.5

  Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

  Relevant Learning OutcomeLO2, LO5

• APST(GA)5.1

  Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

  Relevant Learning OutcomeLO5

• APST(GA)5.2

  Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

  Relevant Learning OutcomeLO1, LO2, LO5

• APST(GA)6.1

  Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

  Relevant Learning OutcomeLO3, LO6

• APST(GA)6.3

  Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.

  Relevant Learning OutcomeLO6

• APST(GA)7.1

  Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

  Relevant Learning OutcomeLO3, LO6

• APST(GA)7.2

  Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

  Relevant Learning OutcomeLO3, LO6

Australian Institute for Teaching and School Leadership (AITSL) Core Content

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:

• AITSL - 1.1.2

  Relating toThe features of biologically primary vs biologically secondary knowledge acquisition and the importance of teacher-led instruction for biologically secondary knowledge acquisition. 

  Relevant learningLO1, LO2

• AITSL - 1.2.3

  Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning. 

  Relevant learningLO1, LO2, LO5, LO6

• AITSL - 1.3.1

  Relating toHow the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions. 

  Relevant learningLO1

• AITSL - 1.3.2

  Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important. 

  Relevant learningLO1, LO2, LO5

• AITSL - 1.3.3

  Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject. 

  Relevant learningLO1, LO2, LO5

• AITSL - 2.3.2

  Relating toHow to use formative assessment practices to gather and interpret information about student learning as learning is taking place – for example, use of simple, low-key assessments such as exit slips, quick quizzes or targeted oral questioning to prompt students to articulate their reasoning and identify common student misconceptions. 

  Relevant learningLO2, LO5

• AITSL - 2.3.5

  Relating toHow to provide feedback as learning is taking place that is specific, honest, constructive, and clear, and uses explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions as necessary.

  Relevant learningLO5, LO6

• AITSL - 3.1.1

  Relating toHow to develop and use effective rules and routines, or cues that are focused on creating learning habits that encourage students to respond quickly to instructions to reduce wasted learning time. 

  Relevant learningLO4

• AITSL - 3.1.2

  Relating toWhen and how pre-service teachers can practise using rules and routines in a professional experience setting so that they are best supported to transition to the classroom. 

  Relevant learningLO4, LO6

• AITSL - 3.1.4

  Relating to

  Specific examples of rules and routines that are shown by the research to be effective and how to use them in a lesson. This could include what can be used at the beginning and end of lessons (e.g. ‘do-nows’, lesson reflections), for different types of learning activities (e.g. protocols for small group or class discussions such as ‘pair shares’, ‘jigsaws’ or ‘I do, we do, you do’) and for transitions (e.g., protocols for moving quickly from one activity to the next).

  Relevant learningLO4

• AITSL - 3.2.3

  Relating toPractices 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 acknowledges student effort. 

  Relevant learningLO2, LO4, LO5, LO6