Credit points


Campus offering

No unit offerings are currently available for this unit



Unit rationale, description and aim

In order to plan for and effectively manage classroom learning and teaching, a knowledge and understanding of best-practice strategies as highlighted in the scholarly literature surrounding learning and teaching is required.

This unit focuses on the planning for and implementing of effective teaching and learning. This unit will use an integrated approach to allow participants to build their understanding of the learning and teaching cycle and use questioning to identify learning needs of their students. Attention will also focus on the development and implementation of a collaborative learning community within the local educational setting and self-reflection of teaching including the development, delivery and critique of lessons using a variety of teaching strategies. This is one of four units within the mission-focused Certificate in Teaching and Learning which is delivered offshore.

This unit aims to equip teachers in community with appropriate skills around planning and implementing effective classroom learning and teaching.

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 the teaching and learning cycle and its implementation in the participant’s context. (GA1, GA2, GA4)

LO2 - Critically evaluate lesson management strategies in relation to student engagement and learning. (GA4, GA6, GA7, GA9)

LO3 - Develop and implement questioning techniques and classroom discussion approachesfor student learning. (GA4, GA5, GA6, GA7, GA9)

Graduate attributes

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

GA2 - recognise their responsibility to the common good, the environment and society 

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

GA7 - work both autonomously and collaboratively 

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


Topics will include: 

  • The teaching and learning cycle 
  • Local educational imperatives and curriculum in context 
  • Quality teaching in context 
  • Analysing classroom practice and student engagement 
  • Developing, implementing and evaluating questioning techniques to assess student learning 
  • Planning and evaluating lessons to improve student engagement and learning 

Learning and teaching strategy and rationale

A variety of learning and teaching approaches are sequenced and integrated to comprise a progressive and developmental learning and teaching strategy emphasising collaborative learning and cultural sensitivity.  Culturally relevant pedagogies accompanied by new pedagogies and critical reflection are explored. Students are encouraged to share experiences and challenges with each other in order to develop a community of practice in their schools. The unit employs stimulating adult learning strategies to maximise student engagement and critical reflection. These include:

  • Face to face learning – seminars, tutorials and workshops
  • Collaborative learning
  • Practical activities
  • Self-directed study
  • Required reading
  • Multi-media sources and viewing

Assessment strategy and rationale

Assessments in this unit are constructively aligned with Learning Outcomes and are designed to scaffold the development of skills around lesson planning and classroom management.

The underpinning assessment strategy relates to the need for:

  • Knowledge of context
  • Implementation of pedagogical practices that are culturally appropriate
  • Critical evaluation of teaching and student learning


Assessments include practical activities, presentation of findings and a reflective report.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1


Self-evaluation of current practices within the teaching and learning cycle.



GA1, GA2, GA4

Assessment Task 2

Field Report or Presentation on Classroom Practice

In groups of three, observe another group member teaching a lesson and provide the group member with objective feedback to enable the group member to evaluate their teaching practices and identify opportunities for improving student engagement. As a group discuss and develop questions and questioning techniques. Each member will incorporate in their lesson plan the questions and questioning techniques, then implement and reflect on the effectiveness of their questions and questioning techniques.  


LO1, LO2

GA1, GA2, GA4, GA6, GA7, GA9

Assessment Task 3

Written report on Student Engagement

Participants analyse two papers to develop an action plan for their class to improve student engagement through questioning and other appropriate techniques. A background to the report will include a description of the school, the national curriculum and national educational priorities. The action plan will include specific examples of how participants can make culturally appropriate changes to their classroom practices to improve student engagement.


LO1, LO2, LO3

GA1, GA2, GA4, GA5, GA6, GA7, GA9

Representative texts and references

Kuswandono, P. (2017). Reflective Practices for Teacher Education. LLT Journal: A Journal on Language and Language Teaching,15(1), 149-162. 

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership,63(3), 18-24. 

Macklem, G.L. (2015) Interventions for Externally Triggered Boredom: So What Can Teachers Do to Add a Bit of Excitement to Learning in the Classroom?. In: Boredom in the Classroom. SpringerBriefs in Psychology, vol 1. Springer, Cham. 

Rieger, A., Radcliffe, B., & Doepker, G. (2013). Practices for Developing Reflective Thinking Skills Among Teachers. Kappa Delta Pi Record,49(4), 184-189. 

Wiliam, D. (2007). Changing classroom practice.(Informative Assessment). Educational Leadership,65(4), 36-42. 

Willans, F. (2010) Classroom code-switching in a Vanuatu secondary school: conflict between policy and practice, International Journal of Bilingual Education and Bilingualism, 14:1, 23-38,  DOI: 10.1080/13670050903576038

Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C., (2016). Learning for Teaching, Teaching for Learning (3rd ed.). South Melbourne, Vic: Cengage Learning Australia.

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