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EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy ,LNTE111 Literacy and Numeracy Test ORLNTE100 LANTITE - Literacy Test for Initial Teacher Education Students ANDLNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students


EDFX343 Education Studies and Professional Experience 3: Creating Quality Learning Environments , EDET211 Effective Teaching 3 Positive Environments to Engage Young Learners

Unit rationale, description and aim

Includes: 15 days placement in an educational setting

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 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.

The aim of this unit is 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 15-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.

On successful completion of this unit, students should be able to:

LO1 - Describe and explain a range of effective and inclusive teaching practices to create positive learning environments that recognise learners’ needs and foster learner engagement (GA1, GA5, GA9; APST 1.1, 3.5, 4.1, 4.2, 4.4, 5.1; ACECQA A3, A6, C3, C5, D4)

LO2 - Analyse and compare major theories, policies, and legislative documents regarding positive approaches to guiding behaviour (GA4, GA5, GA10; APST 3.5, 4.1, 4.2, 4.4; ACECQA A4, A6, C1, C4, C5, D4, E2, E3)

LO3 - Describe and utilise a range of practical strategies for managing challenging behaviours (GA1, GA4, GA6, GA9; APST 3.7, 4.1, 4.3, 4.4, 7.3; ACECQA A4, A6, C3, C5)

LO4 - Synthesise key theories and relevant policies to develop approaches that support the creation of effective and engaging learning environments and plans for positive management of learner behaviour (GA4, GA5; APST 1.1, 3.7, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4; ACECQA A3, C3, C4)

L05 - Complete a successful professional experience in a classroom setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice (GA4, GA5, GA9: APST1.1, 1.3, 1.5, 2.2, 2.3, 3.1, 3.2, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4; ACECQA A1, A3, A4, A6, C3, C5, D4, E2, E3).

Graduate attributes

GA1 - Demonstrate respect for the dignity of each individual and for human diversity

GA4 - Think critically and reflectively 

GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA6 - Solve problems in a variety of settings taking local and international perspectives into account

GA9 - Demonstrate effective communication in oral and written English language and visual media 

GA10 - Utilise information and communication and other relevant technologies effectively.


On successful completion of this unit, pre-service teachers should be able to:

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

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

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities

2.2 Organise content into an effective learning and teaching sequence

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

3.7 Describe a broad range of strategies for involving parents/carers in the educative process.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. 

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. 

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

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

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

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

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

6.2  Understand the relevant and appropriate sources of professional learning for teachers.

6.3  Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

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

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4  Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.


On successful completion of this unit, pre-service teachers should have developed the following specific knowledge: 

A Child development and care 

A1 learning, development and care

A3 social and emotional development 

A4 child health, wellbeing and safety 

A6 diversity, difference and inclusivity 

C Teaching pedagogies 

C1 alternative pedagogies and curriculum approaches

C3 guiding behaviour/engaging young learners 

C4 teaching methods and strategies

C5 children with diverse needs and backgrounds 

D Family and community contexts 

D4 socially inclusive practice 

E History and philosophy of early childhood 

E2 contemporary theories and practice 

E3 ethics and professional practice 


  • Students will have the opportunity to study some or all of the content of this unit in the particular context of their teaching specialisation (refer to the section on ‘Professional Experience: Teaching Requirements’, below) 
  • Contemporary research and theories relating to effective management of a diverse range of learning settings, e.g.:
  • Cognitive and Behaviorist models 
  • Psychological or needs-based models: Dreikurs, Glasser’s Choice Theory 
  • Bill Rogers’ Decisive Discipline 
  • Canter and Canter’s Assertive Discipline 
  • Ford’s Responsible Thinking 
  • Kounin’s Engagement Model and Basic Skills 
  • Marzano’s Teaching Effectiveness 
  • Developing proactive engagement and management plans, 
  • Strategies for creating safe and positive learning environments and promoting physical, psychological and social well-being:
  • Establishing positive teacher-student relationships 
  • Communicating high expectations 
  • Engaging students in setting shared rules and procedures to help develop students’ ownership of their own behavior 
  • Strategies for promoting class cohesion 
  • Strategies for establishing an inclusive and collaborative classroom culture for diverse learners, including students from EALD and Aboriginal and Torres Strait islander backgrounds
  • Dialogic classroom talk 
  • The physical environment: effective layouts 
  • Practical strategies for promoting learner self-motivation and self-direction 
  • Strategies and techniques applicable to diverse learners 
  • Intentional teaching 
  • Working collaboratively with specialist teachers, ESL and Community Language teachers, and school community liaison personnel supporting students from culturally and linguistically diverse backgrounds.
  • Factors contributing to undesired behaviours:
  • Learner related variables 
  • Home and social group variables 
  • Classroom and teacher variables 
  • The impact of changing technologies and social media 
  • A range of practical strategies for responding to low-level undesired behaviours:
  • Providing appropriate and timely feedback: Positive reinforcement 
  • Unobtrusive, non-punitive interventions 
  • A range of practical strategies for managing challenging behavior:
  • Student-teacher conferences 
  • Learning and behaviour contracts 
  • Moving beyond the classroom 
  • Educational system policies and practices 
  • Engaging with professional colleagues 
  • Engaging sensitively and confidentially with parents/carers 
  • Re-building relationships 
  • Cracking the challenging class 
  • Analysis of real-world case studies involving critical incidents of learner behaviours and teacher/school responses 
  • Engaging parents and caregivers in the educational process 
  • Policy, curriculum and legislative requirements that underpin learner wellbeing and safety 
  • Maintaining safe online environments: anti-bullying and cyber-bullying 
  • Strategies for protecting teacher safety and well-being: building resilience and self-care. 

Learning and teaching strategy and rationale

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. This includes direct teaching, reading and preparation of assessments, and a professional experience placement.

This unit applies a social constructivist approach to develop pre-service teachers’ understanding of planning and assessment and skills in applying effective pedagogies. They will have the opportunity to build on their understanding of teaching strategies through critical reading, lecturer modelling, active engagement, rehearsing and discussion in tutorials. 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 continue to build their communication and teaching skills, and to build their confidence in managing groups, in a safe and supportive environment prior to applying these skills in a relevant educational setting. Teaching skills of positively engaging learners and managing behaviour, and the ability to locate and synthesise information, will be developed through designing engagement and management plans appropriate for a specific class context. Placement in a school will enable engagement with experienced practitioners and to make links between theory and its application to learning environment. Pre-service teachers will continue to gather and reflect upon evidence of their attainment of the Australian Professional Standards for Teachers: Graduate, in the Digital Portfolio.

To support this strategy teaching and learning approaches 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.

Differentiated instruction will be provided, through tutorial arrangements, so that students will have the opportunity to study some or all of the content of this unit in the particular context of their teaching specialisation.

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 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

Within this Effective Teaching unit pre-service teachers will undertake, individually, a professional experience placement comprising 15 days in an educational setting.

  • Each Primary pre-service teacher will have a nominated teaching specialisation (such as English, Mathematics, Religious Education, Science/Technology, Health and Physical Education, Creative Arts, Languages). The placement must allow the pre-service primary teacher to consolidate the content of this unit in the particular context of the primary teaching specialisation.
  • Each Early Childhood and Primary (ECP) teacher will undertake this professional experience in an Early Childhood centre (B-35 months). Students in this program should enrol in EDET211.
  • A pre-service teacher preparing to teach across Primary and Secondary will undertake this professional experience in a Primary setting.
  • A pre-service teacher preparing to teach within a Special Education setting [BEd(Primary and Special Education) or BEd(Secondary and Special Education)] will undertake this professional experience with students with disability in an Inclusive/Special Education setting under the supervision of a mentor.
  • A pre-service Secondary teacher will be placed in a secondary setting that will support practice teaching in at least one their two secondary teaching areas.
  • Each pre-service Early Childhood Teacher will undertake this professional experience in an Early Childhood centre.

Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of class and educational setting. In collaboration with supervising teachers and other professional colleagues, they will further develop teaching skills through assisting in the delivery of high-quality teaching episodes and taking responsibility for teaching whole classes. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.

The recommended arrangement of the 15 days is:

  • Maximum of 5 days prior to the commencement of the block, for example one day a week, by negotiation with the education provider
  • Minimum of two weeks (10 days) of continuous engagement. (The “Block”).

Recommended Teaching Experiences

The following engagements are recommended across the 15-day placement for school settings. 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.

Days 1 – 5 (Single days or incorporated into the block): Proposed Teaching Expectations

Days 1 – 2: Orientation, observation and assisting the supervising teacher/s

Days 2 – 5: Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day.

Block Practicum: Days 6 – 15: Proposed Teaching Expectations

Days 6 – 10: Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day. Build to teaching half a full-time load including taking responsibility for whole classes and managing routines and transitions

Days 11 – 15: Observation and assisting the supervising teacher/s, plus planning and implementation of teaching half a fulltime teaching load. Build to teaching .75% of a full-time load including, opportunities to take responsibility for whole days. Practicum reflection, self-auditing and evaluation.

The following engagements are recommended across the 15-day placement for early childhood settings. Pre-service teachers should complete EDET211 Effective Teaching 3: Positive Environments to Engage Young Learners, before their completion of EDEC211 during the same semester.

Days 1 – 5 (Single days or incorporated into the block): Proposed Teaching Expectations

Days 1 – 2: Orientation, observation and assisting the supervising teacher/s

Days 2 – 5: Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day.

Block Practicum: Days 6 – 15: Proposed Teaching Expectations

Days 6 – 15

a)  Plan, prepare and implement learning experiences informed by observations that support young children’s interests

b)  Plan, prepare, implement and reflect on two learning experiences per day

c)  Take responsibility for managing some individual and whole group routines

d)  Engage in half day continuous teaching including management of transitions and whole group routines.

e)  Conduct observations of the practices of the Supervising Teacher and room leader.

f)   Reflection, self-reflection and evaluation

Assessment strategy and rationale

The assessment load and weighting of the assessments in this unit has been designed to incorporate the professional experience. The written assessment load in this unit has been adjusted accordingly.

A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The Education Studies units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of ACECQA criteria and the APST: Graduate level.

The two assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 pre-service teachers have the opportunity to work collaboratively to demonstrate knowledge of theoretical models of behaviour management and the complexities of managing challenging behaviour, through a group critical analysis and presentation. In Task 2 pre-service teachers apply their knowledge of theories, policies and practical strategies in the development of a plan for engaging learners and managing behaviour in a specific educational context. The placement facilitates connections with the ‘real world’ of learning and teaching, thereby preparing pre-service teachers for their role as teacher.

Minimum Achievement Standards

The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.

In addition, pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).

Assessment in EDET200 includes a Critical Task Assessment Task 2: Rationale and plan for engaging learners, fostering positive behaviour and managing challenging behaviour. This task is core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% in Task 3 in order to pass this unit.

Electronic Submission, Marking and Return

Assessment task submission and return of marked assessment will be done through the Learning Management System. Tasks will be marked and returned three weeks after the assessment is completed.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment 1: Analysis and presentation of challenging behaviour (May be undertaken in groups) 

Based on your readings, classroom observations and/or personal experience, describe an authentic example of challenging learner behaviour (individual, group or class) that requires teacher intervention. Critically analyse the teacher’s/school’s/centre’s response. Identify strategies that you would employ to deal effectively with the situation. Justify your choices based on your reading of the literature, relevant policies and one or more relevant theoretical frameworks in this unit 

Present to the tutorial group, employ effective verbal and multi-modal communication. and submit an individual reflection 


LO1, LO2, LO3, LO4 

GA1, GA4, GA5 GA6, GA9, GA10 

Assessment Task 2: Rationale and plan for engaging learners, fostering positive behaviour and managing challenging behaviour. 

Critical Task 

Describe a specific learning setting, such as your placement class. Include physical, social and intellectual development and characteristics of the learners, as well as their linguistic, cultural, religious and socio-economic backgrounds. Develop a rationale and plan for inclusive strategies for fostering positive learner engagement and managing challenging behaviour in this setting. Within the rationale include relevant legislative, administrative and organisational policies and processes for the school stage.

Annotate and reflect for inclusion in the ePortfolio: From the planned overview of a sequence of learning, identify evidence addressing each of the following APST descriptors: 4.1, 4.2, 4.3, 4.4


LO1, LO2, LO3, LO4 

GA1, GA4, GA5, GA6, GA9, GA10 

Hurdle Requirement 1: Preparation for the Professional Experience Placement 

Prior to commencing the Professional Experience placement, pre-service teachers must ensure all components of the hurdle tasks from EDET100 are complete and current. 


LO2, LO5 

GA4, GA5, GA9, GA10 

Hurdle Requirement 2: Professional Experience Assessment 

Successful completion of the professional experience requirements for the third year of the course including compilation of evidence to support the assessment tasks outlined above. Compilation of evidence will include: 

  • structured observation and analysis of educational setting and classroom contexts, and teaching programs and practices 
  • preparation for all teaching episodes including the setting of goals, outcomes, content, assessment criteria catering for a variety of abilities and characteristics 
  • relevant teaching resources 
  • critical reflection on own teaching experiences and practices of teaching and program evaluation 
  • feedback from supervising teacher/s and university staff. 

This evidence must be compiled into a well-presented and well-organised Professional Experience folder, which must be updated on a daily basis throughout the placement. 

Artefacts and reflections should provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio. 


LO1, LO3, LO5 

GA1, GA4, GA5, GA6, GA10 

Assessment Task 2: Rationale and plan for engaging learners, fostering positive behaviour and managing challenging behaviour.

Identify and describe a specific learning setting, such as your placement class. Include physical, social and intellectual development and characteristics of the learners, as well as their linguistic, cultural, religious and socio-economic backgrounds. Develop a rationale and plan for inclusive strategies for supporting students' wellbeing and safety, and fostering positive engagement and managing behaviour in this setting.

The plan should

  • Provide a rationale which articulates a coherent and consistent philosophy of / approach to learner engagement and behaviour management based on understanding of 2 – 3 established theories or models of behaviour management.
  • Describe effective provision of inclusive learning opportunities and support for learners with diverse abilities and learning strengths and needs
  • Provide two examples of how classroom activities could be organised including communication strategies and explicit directions for the specific learning setting.
  • Describe establishing an inclusive and collaborative classroom culture for students from diverse family, language and cultural backgrounds, including students from EALD and Aboriginal and Torres Strait islander backgrounds.
  • Develop an effective approach to behaviour management that emphasises setting appropriate learning goals and proposes preventative, non-punitive strategies, to develop a positive learning environment that supports inclusive engagement in learning.
  • Outline ethical strategies for managing behaviour that are sequenced appropriately with reference to the nature and level of learner behaviour, from preparatory/ establishment phases through to managing challenging behaviours, for example:
  •     unobtrusive, non-punitive strategies for managing the classroom and responding to low-level undesired behaviours
  •    second tier teacher interventions for responding to more persistent undesired behaviours.
  • Apply a range of practical measures for managing challenging behaviour that are justified with reference to the identified theoretical frameworks or models.
  • Consider how you would communicate sensitively and confidentially with parents/carers and engaging with parents/carers in the process.
  • Consider the role of and strategies for working with professional colleagues, specialist teachers and school community liaison personnel to support 
  • Emergency responses
  • Propose approaches and strategies which are informed by school and/or system policies and practices and legislative requirements
  • Adhere to academic conventions, including:
  •       Clear English expression
  •       Length guidelines
  •       Acknowledge sources and accurate referencing (APA)

Representative texts and references

Required text(s) 

Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA) 

Relevant State and Territory curriculum documents. 

Recommended references 

Blatchford, P., & Russell, A. (2019). Class size, grouping practices and classroom management. International Journal of Educational Research, 96, 154-163. 

Chaplain, R. (2016). Teaching without disruption in the primary school: A practical approach to managing pupil behavior (2nd ed.). Abingdon, Oxon; New York, NY: Routledge. 

Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson Education Australia. 

Duran, D., & Topping, K. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. Abingdon, UK: Routledge. 

Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2020). Teaching: Dilemmas, challenges and opportunities (6th ed.). South Melbourne, Vic: Cengage Learning Australia. 

Glynn, T. (2017). Building an effective teaching environment. In K Wheldhall & R Riding (Eds). Psychological aspects of earning and teaching. Ch 2, pp. 40-59. London UK: Routledge. 

Lyons, G., Ford, M., & Arthur-Kelly, M. (2014). Classroom management: Creating positive learning environments (4th ed.). Southbank, Vic: Cengage Learning. 

Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (4th ed.). Thousand Oaks, CA: Sage Publications Ltd. 

Stronge, J. H. (2018). Qualities of effective teachers (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). 

Wubbels, T., Brekelmans, M., & Mainhard, T. (2016). Teacher–student relationships and student achievement. In Kathryn R. Wentzel, Ed, Handbook of social influences in school contexts (pp. 137-152). New York, NY; London, Eng: Routledge. 

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