Unit rationale, description and aim

Includes: 20 days of professional experience placement in a secondary school setting

Effective classroom environments are established when the teacher places the learner at the centre of their planning and teaching. Teachers must understand the characteristics and contexts of their learners and use this knowledge to engage these learners through the application of appropriate teaching and learning strategies that create and maintain learner motivation, engagement and support. This unit is the second of three units that form an Effective Teaching sequence.

This unit builds on the key theories and contemporary research related to adolescent learners that were introduced in the Educational Foundations units and explores the contemporary research, theories and practices related to maximizing student motivation, engagement and learning in classroom contexts, including the use of ICTs to facilitate and enhance learning.

This unit also builds on the foundational communication, management and organisational skills that were established in the Effective Teaching 1 unit and examines philosophies and strategies for engaging learners who display challenging behaviour.

Pre-service teachers will have opportunities to practise and apply their developing skills in engaging student learners through undertaking a 20-day Professional Experience Placement development.ACU graduate capabilities Insight as the pre-service teacher embraces change and growth.

The aim of this unit is to enable pre-service teachers to further develop the knowledge, understanding and skills to effectively plan and implement classroom learning activities that promote positive and meaningful engagement in learning.

2025 10

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Prerequisites

(EDET590 Effective Teaching 1: Professional Practices AND LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students ) OR LNTE511 Literacy and Numeracy Test OR LNTE111 Literacy and Numeracy Test

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.

Apply key theories and pedagogical approaches/stra...

Learning Outcome 01

Apply key theories and pedagogical approaches/strategies that support the creation of effective and engaging learning environments that positively influence students’ motivation and engagement
Relevant Graduate Capabilities: GC1, GC2, GC7, GC8

Synthesise key theories, relevant policies and pra...

Learning Outcome 02

Synthesise key theories, relevant policies and practical strategies that support the positive management of challenging learner behaviour
Relevant Graduate Capabilities: GC1, GC2, GC4, GC7, GC8

Implement safe, responsible and ethical usage of I...

Learning Outcome 03

Implement safe, responsible and ethical usage of ICTs and digital learning resources and their role in facilitating and enhancing learning
Relevant Graduate Capabilities: GC1, GC2, GC7, GC8, GC10

Achieve a successful professional experience in a ...

Learning Outcome 04

Achieve a successful professional experience in a classroom setting, engage in critical reflection and respond to feedback from colleagues and supervisors to improve teaching practice
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC7, GC8, GC10, GC11, GC12

Content

Topics will include:

  • An introduction to a range of teaching/learning strategies that support inclusive student participation, engagement and the finding of relevance in what they learn. Such strategies may include:
  • Discovery learning
  • Problem-based learning
  • Dynamic discussions
  • Autonomous learning
  • Collaborative learning
  • Guided experimentation
  • Simulation
  • Role-playing
  • Negotiating autonomy and accountability
  • Self-assessment
  • Advanced approaches to classroom communication and organization
  • The use of ICTs to facilitate and enhance learning
  • Classroom management – philosophies and strategies for working with difficult classes and with individuals who demonstrate more challenging behaviour

Managing challenging behaviours through engagement with policy documents and key stakeholders

  • Evaluative processes to enhance teaching and learning in order to build reflective practice based on a range of sources of evidence

The Professional Experience:

  • Teacher self-care: physical and mental wellbeing and building resilience
  • Planning, teaching and classroom management skills
  • Observation, reflection and applying constructive feedback as strategies that guide professional learning and growth

Assessment strategy and rationale

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

The assessment strategy for this unit is designed to assess students' understanding and application of key educational concepts through varied and sequenced tasks. The first assessment task (50%) aims to assess the prescribed Learning Outcomes by requiring critical examination of issues related to learner engagement, with a mandatory focus on ICTs. This task is sequenced first to build foundational knowledge. The subsequent second assessment task (50%) assesses the prescribed Learning Outcomes, integrating theory with practice in addressing classroom challenges and behaviours. This sequencing ensures students first develop a critical understanding of engagement strategies before applying this knowledge to create practical, inclusive plans, thereby aligning assessments with the intended Learning Outcomes. Each assessment carries an equal 50% weighting to ensure a balanced emphasis on both theoretical understanding and practical application, thereby aligning assessments with the intended Learning Outcomes. The two hurdle tasks associated with this unit are linked to preparatory tasks associated with the Professional Experience Placement and its satisfactory completion (the Assessment table below provides further information about each respective task and their links with the applicable Learning Outcome).

Overall, a range of assessment procedures are used to help the pre-service teacher progressively demonstrate achievement of the unit learning outcomes and develop graduate attributes and academic standards consistent with University assessment requirements. The Effective Teaching units in this course focus on developing an understanding of, and skills across the domains of professional knowledge, practice and engagement needed to meet expectations of the Australian Professional Standards for Teachers (APST): Graduate level.

The assessments in this unit focus on understanding the profession of teaching and the facilitation of pre-service teachers’ development of their communication and teaching skills.

Minimum Achievement Standards

To achieve a passing standard in this unit, students must engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. Pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks.

Assessments in this unit include a Critical Task: Assessment Task 2 – Behaviour Management

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 2 and obtain a combined score of at least 50%. In addition, pre-service teachers must attain a Pass in the two hurdle tasks. The first hurdle comprises a collection of preparatory tasks that must be completed to a high standard prior to the commencement of the placement. The second hurdle task is the Professional Experience Placement – which is assessed on a pass/fail basis.

Overview of assessments

Assessment Task 1: Learner Engagement Critically...

Assessment Task 1: Learner Engagement

Critically examine three challenging issues related to the engagement of learners in the secondary school years. Note: One issue MUST focus on an aspect of ICTs in learning.

 The chosen issues must:

  • Demonstrate a critical understanding of student characteristics and learning needs
  • Be focused on adolescence and the secondary school years
  • Draw on, and synthesize, key theories and appropriate pedagogical approaches/strategies
  • Extend beyond the assigned readings and content presented in this unit (i.e., submission is not to be just a summary of the readings).
Weighting

50%

Learning Outcomes LO1, LO3
Graduate Capabilities GC1, GC2, GC7, GC8, GC10
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)3.1, APST(GA)3.4, APST(GA)4.1, APST(GA)4.2, APST(GA)4.5

Assessment Task 2: Behaviour Management Critical...

Assessment Task 2: Behaviour Management

Critical Task

Pre-service teachers will be provided with a scenario that will describe a ‘critical incident’ incorporating challenging behaviour. Develop a rationale and research-informed plan for inclusive strategies for supporting students’ wellbeing and safety, fostering positive learner engagement and managing challenging behaviour in this setting. Within the rationale includes relevant legislative, administrative and organisational policies and processes. In formulating your plan, consider the physical, social and intellectual development and characteristics of the learners within the scenario, as well as their linguistic, cultural, religious and socio-economic backgrounds

Weighting

50%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC4, GC7, GC8, GC10
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)3.1, APST(GA)3.4, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

Hurdle Requirement 1: Preparation for the Profess...

Hurdle Requirement 1: Preparation for the Professional Experience Placement

Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their ‘Working with Children check’ is current. 

Weighting

Pass/Fail

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC4, GC7, GC8
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)3.1, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

Hurdle Requirement 2: Professional Experience Ass...

Hurdle Requirement 2: Professional Experience Assessment

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

A pass grade for this task will be awarded following:

  • the successful completion of 20 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, GC7, GC8, GC10, GC11, GC12
Standards APST(GA)1.1, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

Learning and teaching strategy and rationale

This is a 10-credit point unit designed to ensure that approximately 150 hours of learning are completed to meet the requisite standard across the teaching period. The unit employs a social constructivist approach to develop pre-service teachers' understanding of the complexities of the teaching profession through a variety of learning activities, including readings, reflections, discussions and video resources. Curriculum knowledge, teaching strategies, and planning skills are introduced and developed through designing learning experiences and lesson plans relevant to educational contexts. The professional placement enables pre-service teachers to observe and engage with experienced practitioners, linking theory with practical application in the school environment.

PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS

Within this Effective Teaching unit, pre-service teachers will undertake, in pairs where possible, a Professional Experience Placement comprising 20 days in a secondary school setting (with at least 15 days of continuous engagement ie., ‘a block’).

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

Required Teaching Experience

The following engagements are recommended across the 20-day placement for pre-service teachers undertaking professional experience placement in a primary or secondary school.

  • School settings: DAYS 1–5 Single days  Day 1 - 3 Proposed Teaching Expectations
  • Assisted immersion in school and class contexts to begin to experience aspects of the secondary school teacher’s role and responsibilities
  • Structured observation and small group/team teaching
  • Assisting the supervising teacher in the teaching and learning process
  • Self-auditing and evaluation

 Days 3 - 5 Proposed Teaching Expectations

  • Structured observation and small group/team teaching
  • One – two lessons/learning experiences per day, leading to whole class teaching
  • Self-auditing and evaluation

School settings: DAYS 6–20 Block practicum

  • Days 6-10 Proposed Teaching Expectations
  • Planning for teaching; Observation and small group/team teaching
  • Two whole class lessons/learning experiences per day plus managing class routines
  • Self-auditing and evaluation
  • Days 11-20 Planning for teaching
  • Initially half days of teaching, plus managing class routines, increasing to approaching 0.8 of full-time teaching load by the end of the placement
  • Management of class routines
  • Extra-curricular activities
  • Self-auditing and evaluation

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, LO2, LO4

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

    Relevant Learning OutcomeLO1, LO2

  • 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 OutcomeLO4

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

    Relevant Learning OutcomeLO4

  • Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO1, LO4

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

    Relevant Learning OutcomeLO4

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO4

  • 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 OutcomeLO4

  • Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.

    Relevant Learning OutcomeLO2

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

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

    Relevant Learning OutcomeLO1, LO4

  • Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.

    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 OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO4

  • 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 toUnderstand the relevant and appropriate sources of professional learning for teachers.

    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 OutcomeLO2, LO4

  • Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.

    Relevant Learning OutcomeLO2, LO4

Representative texts and references

Required text(s)

ACARA. (2024). V9 australian curriculum. Australian Curriculum; ACARA. https://v9.australiancurriculum.edu.au

ACARA. (2022). Australian curriculum, assessment and reporting authority. Acara.edu.au. https://www.acara.edu.au/

Relevant State and Territory curriculum documents. 

Recommended references

Allison, S., & Tharby, A. (2020). Making every lesson count: Six principles to support great teaching and learning. Crown House Publishing.

Churchill, R., Keddie, A., Apps, T., Batt, J., Beckman, K., Grainger, P., et al. (2021). Teaching: Making a difference (5th ed.). John Wiley & Sons.

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

Grenny, J. (2022). Crucial conversations: tools for talking when stakes are high (K. Patterson, R. McMillan, A. Switzler, & E. Gregory, Eds.; Third edition., p. 1 online resource). McGraw Hill.

Killen, R. (2022). Effective teaching strategies: lessons from research and practice (M. O’Toole, Ed.; 8th edition., p. 1 online resource (526 pages)). Cengage Learning Australia.

Lemov. D. (2021). Teach like a champion 2.0: 62 Techniques that put students on the path to college. Jossey-Bass.

Mayer, D., (Ed.). (2021). Teacher education policy and research: Global perspectives. Springer.

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