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.

Content

Topics will include:

·        Introduction to Australian Learning Cultures and Contexts

·        Understanding teacher identity and reflective practice

·        Cultural diversity in Australian classrooms

·        First Nations perspectives and cultural safety

·        Inclusive education and differentiation

·        Understanding learner diversity (EAL/D, disability, gifted)

·        Proactive classroom practices and engagement strategies for classrooms/learning environments

·        Multi-Tiered Systems of Support (MTSS) and Tier 1 practices

·        Ethical and professional responsibilities of teachers

·        Digital and emerging technologies in education

·        ICT for inclusion and engagement

·        Family and community engagement

·        Two-way communication and collaboration

·        Observing practice in classrooms/learning environments

·        Preparing for school-based observation in schools and/or early learning centres

·        Analysing practice in classrooms/learning environments

·        Linking observation to theory

·        Synthesising learning

·        Becoming a reflective, ethical, and inclusive teacher

Learning and teaching strategy and rationale

This unit adopts a social constructivist approach, encouraging pre-service teachers to reflect on how personal learning histories shape their developing teacher identity. Learning experiences include direct instruction, independent study, assessment preparation, and structured school-based observation.

Weekly workshops and online modules offer opportunities for collaborative discussions, critical reflection, and engagement with diverse perspectives. Activities such as case studies, role-plays, and guided reflections help develop foundational understandings of inclusive practice, cultural responsiveness, and ethical teaching. Throughout the unit, pre-service teachers are scaffolded toward professional engagement, including preparation and debriefing for their observational placement.

The unit scaffolds pre-service teachers toward professional engagement through structured observation, preparation and debriefing. The observational placement experience enables pre-service teachers to connect theory with practice, observing how inclusive strategies, proactive teacher practices, and ethical digital and emerging technologies (ICT) use are enacted in real-world settings.

This integrated approach ensures pre-service teachers develop the reflective, ethical, and professional dispositions required for effective teaching and prepares them for the professional placement and curriculum and planning focus of the first professional experience unit.

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:

• ACECQA -1.8

  Relating to

  Transitions and continuity of learning (including transition to school)

  Relevant Learning OutcomeLO4

• ACECQA -2.7

  Relating to

  Contemporary society and pedagogy

  Relevant Learning OutcomeLO1

• ACECQA -4.2

  Relating to

  Contemporary theories and practice

  Relevant Learning OutcomeLO3

• ACECQA -5.3

  Relating toAboriginal and Torres Strait Islander perspectives

  Relevant Learning OutcomeLO2, LO4

• ACECQA -5.5

  Relating to

  Culture, diversity and inclusion

  Relevant Learning OutcomeLO2, 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:

• APST(GA)1.4

  Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

  Relevant Learning OutcomeLO2

• APST(GA)1.5

  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 OutcomeLO2

• APST(GA)1.6

  Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

  Relevant Learning OutcomeLO2

• APST(GA)2.6

  Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

  Relevant Learning OutcomeLO4

• APST(GA)3.4

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

  Relevant Learning OutcomeLO4

• APST(GA)3.5

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

  Relevant Learning OutcomeLO4

• APST(GA)4.1

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

  Relevant Learning OutcomeLO2

• APST(GA)4.4

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

  Relevant Learning OutcomeLO4

• APST(GA)4.5

  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

• APST(GA)6.1

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

  Relevant Learning OutcomeLO1

• APST(GA)7.1

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

  Relevant Learning OutcomeLO1, LO3

• APST(GA)7.2

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

  Relevant Learning OutcomeLO3

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:

• AITSL - 2.6.2

  Relating toHow a multi-tiered framework works in a classroom setting, with the opportunity to observe implementation of a multi-tiered framework.  

  Relevant learningLO4

• AITSL - 2.6.3

  Relating toThe research evidence showing the positive impact of high-quality instruction delivered by the classroom teacher as a protective measure in reducing the need for further intervention.

  Relevant learningLO4

• AITSL - 3.2.1

  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, LO4

• AITSL - 3.2.2

  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 learningLO4

• AITSL - 3.2.3

  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 learningLO4

• AITSL - 3.3

  Relating toProactive practices 2

  Relevant learningLO4

• AITSL - 3.5.1

  Relating toExamples of common ‘whole school approaches’, processes or frameworks for positive behaviour and how a teacher engages effectively with these frameworks.

  Relevant learningLO1, LO2, LO4

• AITSL - 4.1.4

  Relating toExplicitly teach the concept of cultural safety and explore practical examples of what it can look like in a classroom context. 

  Relevant learningLO1, LO2

• AITSL - 4.2.3

  Relating toAbout the cultural diversity within classrooms and communities in Australia, and in the local context, to understand and value the perspectives of diverse groups including EAL/D and First Nations students. 

  Relevant learningLO1, LO2

• AITSL - 4.2.4

  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 learningLO1, LO2, LO3

• AITSL - 4.3.2

  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 learningLO1, LO2

• AITSL - 4.4.3

  Relating toThe evidence-based approaches to cater for specific needs and disabilities that a teacher may encounter during their career, with a focus on needs with high prevalence in Australian classrooms. Content should be developed in collaboration with appropriate subject matter expertise from a range of disciplines – for example, linguistics, psychology, health, and education.

  Relevant learningLO2