Unit rationale, description and aim
Well-managed learning settings that are engaging, inclusive and safe promote the achievement of learning outcomes. Teachers must be able to apply effective practices to create positive learning environments that meet learners’ needs and foster participation.
This unit develops the professional communication, management and organisational skills that are needed to create positive learning environments, engage diverse students in learning and guide learner behaviour. Pre-service teachers will examine contemporary research, policies and key theories on understanding and positively guiding children’s and young people’s behaviour. They will explore a range of strategies to establish positive learning environments and manage behaviour, including physical arrangement of the classroom and communicating clear expectations for behaviour and learning. Pre-service teachers will apply these to the critical analysis of real-world case studies. They will synthesise theories, policy and practice to develop a holistic approach to building positive learning environments, positively guiding learner behaviour and managing challenging behaviours.
This unit aims to enable pre-service teachers to acquire and develop the knowledge, understanding and skills to effectively promote positive behaviours and wellbeing and ensure meaningful engagement in learning. These skills will be applied during a 20-day professional experience placement.
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 and explain a range of evidence-based and...
Learning Outcome 01
Analyse and apply major theories, research, legisl...
Learning Outcome 02
Describe and utilise a range of proactive practice...
Learning Outcome 03
Synthesise key theories, research, and relevant po...
Learning Outcome 04
Complete a successful penultimate professional exp...
Learning Outcome 05
Content
Topics will include:
- Contemporary research and theories that inform learner engagement, effective classroom management and behaviour interventions and supports, including behaviorist and cognitive behaviorist, psychoeducational, social justice models
- Factors contributing to undesired behaviours; including learner characteristics, biases and assumption, sociocultural influences and technologies
- Developing proactive learner engagement and classroom management plans
- Strategies for creating safe, positive and inclusive learning environments that promote physical, psychological and social well-being
- Practical strategies for responding to low-level undesired behaviours
- Practical strategies for managing challenging behaviour
- Engaging beyond the classroom to support learners; whole-school approaches, engaging with professionals
- Practices for engaging sensitively and confidentially with parents/carers and families, to promote connection and learning
- Maintaining safe online environments: anti-bullying and cyber-bullying
- Practices for protecting teacher safety and well-being: the importance of reflexivity, building resilience and self-care
Assessment strategy and rationale
The assessment load and weighting of the assessments in this unit have been designed to incorporate professional experience. A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and development towards the Australian Professional Standards for Teachers in the context of professional experience.
The two assessment tasks are sequenced to allow feedback and progressive development. In Task 1 pre-service teachers apply their knowledge of theories, research, policies and practical strategies in the development of a plan for engaging learners and managing behaviour in a specific educational context. Through completing Task 2 pre-service teachers work collaboratively to demonstrate knowledge of models of behaviour management and the complexities of managing challenging behaviour, through a group critical analysis and presentation. The placement facilitates connections with the ‘real world’ of learning and teaching, thereby preparing pre-service teachers for their role as teachers.
To pass this unit, pre-service teachers must complete both hurdle tasks and submit both weighted assessments, achieving a passing grade of 50% overall.
Overview of assessments
Hurdle Tasl 1: Preparation for the Professional E...
Hurdle Tasl 1: Preparation for the Professional Experience
Prior to commencing placement, you must finalise a logbook of actions to prepare for engaging in a school context. This includes: (1) obtaining a Working with Children Check or Police Check, where mandated; (2) completing a ‘fitness to teach’ review; (3) any mandatory requirements specified by your state/territory; and (4) attaining a score of 95% or better in each online preparation module in the relevant calendar year.
Complete/Incomplete
Hurdle Requirement 2: Professional Experience Pla...
Hurdle Requirement 2: Professional Experience Placement
Submit the Professional Experience Assessment Report as completed by an experienced educator in your placement school context and your Attendance Record. The report must demonstrate successful completion of 20 professional experience days and satisfactory progress towards attainment of relevant Australian Professional Standards for Teachers: Graduate level. Refer to the Professional Experience Handbook and Assessment Report for detailed information about minimum standards of progress expected in this penultimate placement.
Pass/Fail
Assessment Task 1: Presentation of Challenging Be...
Assessment Task 1: Presentation of Challenging Behavious Incident
In a group, make an oral presentation, supported by multimodal elements, related to an incident of challenging behaviour that has been observed or experienced by one or more members of the group. Analyse observed teacher and/or school responses to the incident and the potential causes. Propose and justify evidence-based alternative strategies that could be used to respond effectively to the situation. All group members will be required to respond to questions following the presentation.
50%
Assessment Task 2: Classroom Engagement and Manag...
Assessment Task 2: Classroom Engagement and Management Plan and Rationale
Describe a specific classroom setting within the context of a selected school; include details of the physical, social, and intellectual development of the learners, and their linguistic, cultural, religious, and socio-economic backgrounds. Develop a classroom engagement and management plan that outlines how you will: (1) build the classroom climate, (2) establish classroom rules, routines and protocols, (3) set and reinforce achievable goals, (4) promote motivation, (5) create a range of escalating intervention strategies, (6) reduce undesirable behaviours, (7) implement inclusive pedagogies and support strategies, and (8) engage with parents/carers.
Then, prepare a rationale that explains and justifies your pedagogical decisions, drawing on evidence-based theories and models, research and literature, and legislation and policies. Consider how the classroom plan integrates with the broader school context, including whole-school frameworks, policy requirements and relationships with professional colleagues, specialist teachers, and liaison personnel.
50%
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop pre-service teachers’ understanding of and application of skills in engaging and inclusive pedagogies. They will build their understanding of positive learning environments through critical reading, online lectures and reflections, lecturer modelling, discussion and rehearsing. Skills of professional communication and the ability to work collaboratively will be practised through group activities, culminating in presentations to the class. This provides opportunities for pre-service teachers to further develop their communication skills, and their confidence in managing groups, in a supportive environment prior to applying these skills in an educational setting.
Teaching skills to positively engage learners and manage behaviour, and the ability to locate and synthesise information, will be developed through designing engagement and management plans for a specific class context. A 15-day professional experience placement enables pre-service teachers to apply their learning in authentic classroom settings, making connections between theory and its application to a real-world learning environment. Feedback from experienced educators will support ongoing reflection and growth.
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
Learning, development and care
Relevant Learning OutcomeLO1, LO2
Relating to
Early intervention
Relevant Learning OutcomeLO3, LO4
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO1, LO2
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO1, LO2
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO3, LO4
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO2, LO4
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO4, LO5
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO2, LO4
Relating to
The Australian curriculum
Relevant Learning OutcomeLO5
Relating to
Social and environmental education
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
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 OutcomeLO1, LO5
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO1, LO5
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO2, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO1, LO5
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO1, LO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO5
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO3, LO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO1
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO5
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO3, LO4
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO2, LO4, LO5
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 OutcomeLO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO3, LO4
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO3, LO4, LO5
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:
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 learningLO1, LO5
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 learningLO1, LO5
Relating to
The research evidence that shows the impact of developing and reinforcing clear and well-defined rules and routines and why rules and routines need to be explicitly taught and reinforced to students to be effective.
Relevant learningLO1
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 learningLO1, LO5
Relating toThe research evidence that shows the positive impacts clear and high expectations have on student behaviour and achievement and why it results in improved motivation, better self-accountability and understanding of consequences.
Relevant learningLO1
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.
Relevant learningLO1
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 learningLO1, LO5
Relating toHow to effectively set ambitious and achievable student goals including how to collaborate with students to set goals, and what consistent and persistent reinforcement looks like in the classroom so that those goals can be realised.
Relevant learningLO1, LO5
Relating toThe research evidence that shows the positive impact of building positive relationships on classroom behaviour and student outcomes.
Relevant learningLO1
Relating toHow to plan and implement practices that create a predictable and safe environment for students by reducing variance in classroom environment – for example, classroom arrangement, consistent location of prompts, consistent use of space, visible rules, and routines.
Relevant learningLO1, LO5
Relating toThe research evidence that shows why consistent and proportional responses to student behaviour to reinforce expectations and maintain safety is most effective when paired with verbal and non-verbal calm, expected, and escalating responses.
Relevant learningLO4
Relating toHow to effectively model desired behaviour (such as respectful interactions, being organised, and being on time) and how to explicitly point to this modelling to prompt positive behaviour by setting and reinforcing expectations.
Relevant learningLO1, LO5
Relating toHow to pre-plan and rehearse responses including the use of early intervention techniques such as simple prompts, precorrections and verbal feedback, which reinforce high expectations in the classroom and which focus on expected behaviour. Opportunities should also be provided to practise in a practicum setting.
Relevant learningLO4, LO5
Relating toExamples of common ‘whole school approaches’, processes or frameworks for positive behaviour and how a teacher engages effectively with these frameworks.
Relevant learningLO4
Relating toThe concept of ongoing intercultural development and the importance of self-reflection and reflexivity as ever-evolving career practices.
Relevant learningLO5
Relating toHow biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom and how these biases adversely impact specific groups.
Relevant learningLO3
Relating toThe research evidence that outlines the most effective approaches for engaging with families to promote learning appropriate to student stage of learning.
Relevant learningLO4
Relating toPractices schools may employ, including two-way positive communication, light-touch learning updates and collaborative planning and problem solving, and understanding the role and responsibility of an individual teacher in these practices.
Relevant learningLO4
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 and policy documents
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2021). Positive learning environments: Creating and maintaining productive classrooms. (2nd ed.). Cengage Learning Australia.
Recommended References
Bouchrika, I. (2024). Classroom Management Guide in 2024 with examples. Education, June 10, 2024. Research.com. Retrieved from Classroom Management Plan Guide in 2024 With Examples | Research.com
Churchill, R., Apps, T., Batt, J., Beckman, K., Grainger, P., Holloway, J., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. & Shaw, K. (2025). Teaching, Making a Difference. 6th ed. Wiley Press, Australia.
Duran, D., & Topping, K. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. Routledge.
Ewing, R., Kervin, L. (2024). Teaching: Dilemmas, challenges and opportunities (7th ed.). Cengage Learning Australia.
Ishimaru, A. M. (2017). From Family Engagement to Equitable Collaboration. Educational Policy, 33(2), 350-385. https://doi.org/10.1177/0895904817691841 (Original work published 2019)
Oberholzer, L. (2023). (Ed.). Secondary Behaviour Management: The Essentials. London, Routledge. https://doi.org/10.4324/9781003422341
Page, D. E., & Landrum, T. J. (2024). De-Escalation With Low-Intensity Antecedent Strategies: Implications for Disproportionate Disciplinary Outcomes. Beyond Behavior, 33(3), 138-146. https://doi.org/10.1177/10742956241268254
Parliament of Australia. (2023, December). The issue of increasing disruption in Australian school classrooms: Interim report. Senate Standing Committees on Education and Employment. https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/DASC/Interim_Report
Peddie, B., Kelly, M., Greengard, T., Whiting, C., & Richardson, S. (2024). Foundational classroom management resources handbook. Australian Education Research Organisation. https://www.edresearch.edu.au/guides-resources/practice-resources/classroom-management-handbook
Robinson, J., Duncan, K., London, D., Gershwin, T., Trapp, L., & Shen, G. (2022). Prevention Is the Best Intervention: Proactive Strategies for Supporting Students Who Engage in Escalated Behaviors. Beyond Behavior, 31(3), 163-174. https://doi.org/10.1177/10742956221110907
Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (4th ed.). Sage Publications Ltd.
Ruttledge, R. (2022). A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school. Educational Psychology in Practice, 38(3), 237–258. https://doi.org/10.1080/02667363.2022.2070456
Waly, S. (2020). Culturally responsive education in Today’s schools: Application and challenges. The International Journal of Pedagogy and Curriculum, 27(2), 39-47. doi:https://doi.org/10.18848/2327-7963/CGP/v27i02/39-47
Yassine, J., Tipton-Fisler, L, Katic, B. (2020). Building student-teacher relationships and improving behaviour-management for classroom teachers. Support for Learning 35(3). August 2020, 389-407. https://doi.org/10.1111/1467-9604.12317