Unit rationale, description and aim

Includes: 15 days placement in an educational setting

Teaching is a multi-faceted profession and teachers must comprehend the complexities of the teacher’s role to inform their practice and address the challenges presented by a rapidly changing educational landscape.

Becoming a Teacher is the first unit in the Effective Teaching sequence. This unit explores the evolving aims and structures of education, along with the consequent changing nature of teachers' work. Through engagement with education literature and policy documents, pre-service teachers will gain insights into the ethical, legal and professional responsibilities of teachers, as well as an understanding of the challenges of teaching in a contemporary context characterised by rapid technological advancements, and increased diversity within student populations. This unit will cover effective teaching strategies and communication skills within educational contexts, which will be observed, practised, and critiqued. Pre-service teachers will have opportunities to observe and critically reflect on educational contexts and to develop and apply introductory teaching skills through undertaking a supervised placement.

The aim of this unit is to enable pre-service teachers to develop their understanding of the role of teachers in the 21st century, and to develop their initial teaching philosophy and their teaching skills.

2026 10

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  • Semester 2Multi-mode
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  • Semester 2Multi-mode
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  • Term Mode
  • Semester 1Online Scheduled
  • Semester 2Online Scheduled
  • ACU Term 1Online Unscheduled
  • ACU Term 3Online Unscheduled
  • Term Mode
  • Semester 1Multi-mode
  • Semester 2Multi-mode, Multi-mode Indigenous

Prerequisites

EDES100 Understanding Learning and Teaching OR EDES103 Understanding Learners and Their Contexts

Incompatible

EDFX241 Education Studies and Professional Experience 1: Becoming a Teacher , EDFX271 Creating Inclusive, Safe and Supportive Learning Environment

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.

Describe the diverse characteristics of Australian...

Learning Outcome 01

Describe the diverse characteristics of Australian educational settings and Australian learners and demonstrate an understanding of the complexities of the teacher’s role (ACECQA -E1, ACECQA -F3; APST(GA)1.1, APST(GA)7.2)
Relevant Graduate Capabilities: GC1, GC2

Identify and comply with legal and ethical require...

Learning Outcome 02

Identify and comply with legal and ethical requirements of teachers, and describe and apply policies and strategies for providing safe and supportive environments for children and young people (ACECQA -A4, ACECQA -E3, APST (GA) APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)7.1, APST(GA)7.2)
Relevant Graduate Capabilities: GC1, GC2

Apply introductory knowledge of curriculum, commun...

Learning Outcome 03

Apply introductory knowledge of curriculum, communication and teaching strategies to organise content and design and implement learning activities to engage learners (ACECQA -B2, ACECQA -C4, APST(GA)1.1, APST(GA)1.2, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)5.1, APST(GA)7.2)
Relevant Graduate Capabilities: GC1, GC2

Complete a successful professional experience in a...

Learning Outcome 04

Complete a successful professional experience in an educational setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice (ACECQA -A4, ACECQA -B2, ACECQA -C4, ACECQA -E3, ACECQA -F3, APST(GA)1.3, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4

Content

Topics will include:

The profession of teaching:

  • The history of schooling in Australia: its aims and purposes, the consequent changing nature of the teacher’s role and the complexities of the teacher’s role in Australia in the 21st Century
  • Australian Professional Standards for Teachers; organisational policies and processes; principles and codes of ethics and conduct; legal and professional responsibilities including Duty of Care, Child Protection and Mandatory reporting
  • Developing a personal philosophy of teaching

Professional communication in educational contexts:

  • Characteristics of effective teachers: teacher persona and voice
  • Teacher behaviours to promote positive engagement - setting achievable and challenging learning goals, providing clear directions, with-it-ness (whole class awareness); attention-getting moves, establishing rules to guide behaviour, and supporting diverse learners.
  • Building positive, safe and supportive learning environments, getting to know your learners, appropriate teacher-learner communication

Introduction to teaching strategies:

  • Explicit strategies such as demonstrating and explaining
  • Strategies for teaching small groups
  • Introduction to technology and teaching: multi-modal communication

Introduction to planning:

  • The structure of Australian schooling and approved learning framework/curriculum: stages of education and authorities (Federal, State, Catholic, Independent, and homeschooling)
  • Setting clear and appropriate learning goals
  • Planning and implementing learning activities linked to curriculum content and learning outcomes
  • Formal and informal assessment strategies and strategies for providing appropriate feedback

The Professional Experience:

  • Teacher self-care: physical and mental wellbeing and building resilience
  • Observation, reflection and applying constructive feedback as strategies that guide professional learning and growth
  • This unit includes a mandatory module on working with children and young people that focuses on responding to concerns and strategies to keep ourselves and others safe and support children, young people and vulnerable adults.

Assessment strategy and rationale

The assessment load in this unit is designed to incorporate the professional experience, with the written assessment adjusted accordingly. The Effective Teaching units focus on developing the knowledge, practice, and engagement needed to meet the Australian Children's Education and Care Authority (ACECQA) curriculum specifications and the Australian Professional Standards for Teachers: Graduate level (APST).

Assessments in this unit aim to develop pre-service teachers' understanding of the teaching profession, their philosophy of teaching, and their communication and teaching skills. The two summative assessment tasks are sequenced for feedback and progressive development. Task 1 involves observation, reflection, and analysis of contemporary challenges in education, fostering professional communication and collaboration. Task 2 requires pre-service teachers to observe their placement experiences, identify specific learner needs, and design a teaching activity aligned with curriculum content.

To pass the unit, pre-service teachers must complete all assessment tasks, meet the learning outcomes, and achieve a minimum overall Pass grade. Additionally, they must pass two hurdle tasks: preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA), with the placement assessed on a pass/fail basis.

Overview of assessments

Assessment Task 1: Group Presentation on a Dilemm...

Assessment Task 1: Group Presentation on a Dilemma, Challenge or Opportunity for Teachers

Individually or in small groups, investigate a current dilemma, challenge or opportunity that the 21st Century teacher is likely to face, as identified in the unit readings and wider literature. Summarise the key elements of the topic and analyse the likely implications for teachers, educational providers and learners. Example topics could include:

  • The aims of education
  • Educational systems and structures
  • Diverse learning contexts
  • The role of technology
  • The influence of social media
  • Codes of conduct and ethics for teachers
  • The Professional Standards framework
  • A specific education initiative
  • A specific education policy

Present to the tutorial group, using clear verbal, visual and multi-modal communication and actively engaging them in learning activities.

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2
Standards ACECQA -A4, ACECQA -E1, ACECQA -E3, ACECQA -F3, APST(GA)1.1, APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)7.1, APST(GA)7.2, APST(GA)7.4

Assessment Task 2: Observation and Targeted Lesso...

Assessment Task 2: Observation and Targeted Lesson Plan

Based on observations during the placement, describe the physical, social and intellectual development characteristics of a learner, a small group or a class within the placement setting.

Design a learning activity (lesson plan) to cater to the identified strengths and needs of the learner/s. Set learning goals and include teaching strategy/ies that provide achievable challenges for the identified learner/s and are linked to the content and learning outcomes of a specific curriculum/learning area. Demonstrate the capacity to organise classroom activities including the provision of clear directions on the implementation of the learning activity.

From the lesson plan, identify evidence addressing each of the following APST descriptors: 2.1, 2.2, 2.3, 3.1, 3.2, 3.3.

Weighting

50%

Learning Outcomes LO3
Graduate Capabilities GC1, GC2
Standards ACECQA -B2, ACECQA -C4, APST(GA)1.1, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)5.1, APST(GA)7.2

Hurdle Requirement: Preparation for the Professio...

Hurdle Requirement: Preparation for the Professional Experience Placement

Prior to commencing the Professional Experience placement, pre-service teachers must complete a series of compulsory online preparation modules, attaining a score of 95% or above in each module. The modules cover:

  • Professional Standards;
  • Professional expectations and codes of conduct;
  • Workplace Health & Safety;
  • Legal requirements, including Duty of Care, Child Protection, and Mandatory Reporting; and
  • Professional relationships.

Pre-service teachers must also complete and provide evidence of the following:

  • Working with Children Check or a Police Check, where this is appropriate or mandated.
  • Attempt the literacy and numeracy tests administered by ACER (ACER LANTITE). *This requirement is restricted to students in the Initial Teacher Education programs only, and students enrolled in the Bachelor of Early Childhood Education (Birth to Five) course are excluded from this requirement.
  • Mandatory requirements as specified by the pre-service teacher's state/territory.

Notes:

  • Completion of this module does not exempt pre-service teachers from seeking a Working with Children Check or a Police Check where this is appropriate or mandated.
  • Anticipated completion time: 7 hours.
  • Multiple attempts at this hurdle task are permitted.
Weighting

Pass/Fail

Learning Outcomes LO2
Graduate Capabilities GC1, GC2
Standards ACECQA -A4, ACECQA -E3, APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)7.1, APST(GA)7.2

Hurdle Requirement: Professional Experience Asse...

Hurdle Requirement: Professional Experience Assessment

Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a relevant educational setting. Refer to the Professional Experience Handbook and Report.

A pass grade for this task will be awarded following:

  • the successful completion of 15 professional experience days and,
  • submission of a satisfactory Professional Experience Assessment Report

Notes:

  • Multiple attempts at this hurdle task are not permitted.
  • Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit. 
Weighting

Pass/Fail

Learning Outcomes LO4
Graduate Capabilities GC1, GC2, GC3, GC4
Standards ACECQA -A4, ACECQA -B2, ACECQA -C4, ACECQA -E3, ACECQA -F3, APST(GA)1.3, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.2, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2

Learning and teaching strategy and rationale

Assessment load and weighting in this unit incorporate professional experience, with written assessments adjusted accordingly. The Effective Teaching units develop skills in professional knowledge, practice, and engagement to meet ACECQA and APST standards.

Assessments focus on understanding the teaching profession and developing pre-service teachers’ philosophy, communication, and teaching skills. Two summative tasks are sequenced for feedback and development. In Task 1, pre-service teachers observe, read, and reflect on their experiences and current education literature, analyzing contemporary challenges and their implications for 21st-century teaching. Group work in Task 1 enhances understanding of diverse educational settings and builds professional communication and collaboration skills. Task 2 involves observing and reflecting on placement experiences, identifying specific learners, and designing teaching activities that meet their needs and align with curriculum content.

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:

  • Relating to

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Teaching methods and strategies

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO1

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO1, LO4

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:

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

    Relevant Learning OutcomeLO1, LO3

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

    Relevant Learning OutcomeLO3

  • 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 OutcomeLO4

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO4

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

  • Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Relevant Learning OutcomeLO3, LO4

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO2, LO4

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

    Relevant Learning OutcomeLO2, LO4

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

    Relevant Learning OutcomeLO2, LO4

  • 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, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO2, LO4

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

Representative texts and references

Required text(s)

Australian Curriculum https://www.australiancurriculum.edu.au/

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au

Relevant State and Territory curriculum documents.

Churchill, R., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Shaw, K., et al. (2022). Teaching: Making a difference (5th ed.). John Wiley & Son Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013168586902352

Recommended references

Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education43 (3), 93-108. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_scopus_primary_2_s2_0_85044478340

Dawson, V., & Shand, J. (2019). Impact of support for pre-service teachers placed in disadvantaged schools. Issues in Educational Research29 (1) 19-37. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_webofscience_primary_000456208900003CitationCount

Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2019). Teaching: Dilemmas, challenges and opportunities. Cengage Learning Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012963399402352

Gutierrez, A., Fox, J., & Alexander, C. (2019). Professionalism and teacher education: Voices from policy and practice. Springer Singapore. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012875499802352

Kauchak D., & Eggen, P. (2022). Introduction to teaching: Becoming a professional (7th ed.). Pearson. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013395349702352

Kennedy, K., Henderson, D., & Marsh, C. (2020). Becoming a teacher (7th ed.). Pearson Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013151288002352

Killen, R., & O'Toole, M. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.). Cengage Learning Australia. (2022, 8th edition: https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013278849202352

Marzano, R.J., & Haystead, M.W. (2008). Making standards useful in the classroom. Association of Supervision and Curriculum Development. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012588248902352

Pritchard, A. (2017). Ways of learning: Learning theories and learning styles in the classroom (4th ed.). Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013188499802352

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