Unit rationale, description and aim

This unit aims to enable pre-service teachers to critically examine cultural and contextual influences on learning and teaching in Australia. It supports the development of lifelong learning habits and fosters reflective and ethical dispositions essential for effective teaching.

Understanding the diversity of contemporary learning environments is crucial to developing inclusive, ethical, and responsive teaching practices. The unit introduces social, cultural, and relational dimensions of education, providing opportunities to observe and participate in real-world settings.

Engagement with educational theory, policy, and reflection helps pre-service teachers explore how their personal learning histories and cultural backgrounds shape their teacher identity. The unit highlights the teacher’s role in fostering positive learning environments, promoting student engagement, and responding to diverse learning needs. Key concepts include cultural safety, proactive classroom management, and the ethical use of digital technologies (ICT).

A school-based observation (2–5 days) bridges theory and practice, allowing pre-service teachers to witness inclusive strategies and reflect on the professional and ethical responsibilities of educators. This field experience develops foundational skills in observation, reflection, and conduct, preparing pre-service teachers for future professional placements.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

EDES100 Understanding 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.

Reflect on personal learning experiences to identi...

Learning Outcome 01

Reflect on personal learning experiences to identify how these are shaping emerging teacher identity and inform future practice.
Relevant Graduate Capabilities: GC1, GC4, GC5

Identify and describe inclusive and culturally res...

Learning Outcome 02

Identify and describe inclusive and culturally responsive teaching practices that support diverse learners.
Relevant Graduate Capabilities: GC1, GC2, GC5

Demonstrate understanding of ethical responsibilit...

Learning Outcome 03

Demonstrate understanding of ethical responsibilities and the safe, responsible use of digital and emerging technologies (ICT) in educational settings.
Relevant Graduate Capabilities: GC3, GC10

Observe and analyse classroom practices using theo...

Learning Outcome 04

Observe and analyse classroom practices using theoretical and professional perspectives, identifying strategies that promote engagement, learning, safety, and inclusion.
Relevant Graduate Capabilities: GC4, GC6, GC9

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

·        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 classroom practice

·        Preparing for school-based observation

·        Analysing classroom practice

·        Linking observation to theory

·        Synthesising learning

·        Becoming a reflective, ethical, and inclusive teacher

Assessment strategy and rationale

The assessment strategy in this unit is designed to support pre-service teachers in developing reflective, ethical, and inclusive teaching practices aligned with the Australian Professional Standards for Teachers (Graduate Level) and ACECQA curriculum specifications. The unit includes two graded assessment tasks that build sequentially to bridge theory and practice and  support professional growth and readiness for future placements. 

Task 1 invites students to reflect using critical self-awareness on their learning experiences and consider how these shape their emerging identity as ethical and professional teachers. Task 2 is grounded in school-based observation. Students complete a structured checklist and submit a reflective report that analyses classroom practices in relation to inclusion, engagement, and digital and emerging technologies (ICT) use.  

Both tasks are scaffolded through weekly content, peer discussion and formative feedback. The strategy ensures that students engage meaningfully with professional standards while developing foundational skills in observation, reflection, and ethical reasoning. 

To successfully complete the unit, pre-service teachers must demonstrate achievement of all learning outcomes through the submission and passing of both assessment tasks. In addition to achieving an overall Pass grade, students must also meet the requirements of the hurdle task. 

Overview of assessments

Hurdle Task: Preparation for School-Based Experie...

Hurdle Task: Preparation for School-Based Experience

Before commencing the school-based observation, pre-service teachers must complete a series of compulsory online preparation modules related to professional, ethical and legal expectations, attaining a score of 95% or above in each module.

Pre-service teachers must also obtain a Working with Children Check (WWCC) or a Police Check and any other requirements mandated within their state/territory. When required, pre-service teachers must provide evidence of these requirements. 

Weighting

Complete/Incomplete

Assessment Task 1: Reflective Essay Becoming a T...

Assessment Task 1: Reflective Essay

Becoming a Teacher

Write a reflective essay that explores how your own experiences as a learner is shaping their emerging teacher identity with reference to theory, research and personal insights. Critically examine how values, beliefs, and prior educational experiences are influencing your ethical and professional approach to teaching. 


Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC4, GC5
Standards APST(GA)7.1

Assessment Task 2: Placement/Logbook of Observati...

Assessment Task 2: Placement/Logbook of Observations with reflection and Analysis

Complete a logbook of structured observations within educational settings. Observations should record classroom practices related to engagement, learning, resources and professional conduct.

Building on your observations, prepare a reflective report that analyses what you observed to connect theory to practice in relation to inclusive teaching practices, cultural responsiveness, and ethical use of digital and emerging technologies (ICT). 

Weighting

50%

Learning Outcomes LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC9, GC10
Standards APST(GA)4.5, APST(GA)7.1

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.

This placement experience allows pre-service teachers to apply theory in real-world contexts, observing how inclusive strategies, proactive classroom management, and ethical use of digital and emerging technologies (ICT) are implemented in learning environments.

By integrating theory, practice, and reflection, the unit supports the development of ethical, reflective, and professional dispositions required for effective teaching. It lays a solid foundation for upcoming professional placements and future units focused on curriculum planning and implementation.

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

    Transitions and continuity of learning (including transition to school)

    Relevant Learning OutcomeLO4

  • Relating to

    Creative arts and music

    Relevant Learning OutcomeLO1

  • Relating toAboriginal and Torres Strait Islander perspectives

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO3

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 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

  • 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

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

    Relevant Learning OutcomeLO2

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

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO2

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

    Relevant Learning OutcomeLO4

  • 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

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

    Relevant Learning OutcomeLO1

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

    Relevant Learning OutcomeLO1, LO3

  • 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:

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

    Relevant learningLO4

  • 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

  • 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

  • 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

  • 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

  • Relating toProactive practices 2

    Relevant learningLO4

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

Representative texts and references

Recommended texts and references

AITSL (2025). Australian Professional Standards for Teachers (Graduate Level) Australian Curriculum https://www.australiancurriculum.edu.au/ Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au

Australian Curriculum https://www.australiancurriculum.edu.au/

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Vick, M., & others. (2025). Teaching: Making a difference (4th ed.). John Wiley & Sons.

Relevant State and Territory curriculum and policy documents

Recommended References

AIATSIS. (2025). Indigenous education resources. https://aiatsis.gov.au/

AITSL. (2025). Code of ethics. Australian Institute for Teaching and School Leadership.

AERO. (2025). MTSS overview. Australian Education Research Organisation.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Vick, M., & others. (2025). Teaching: Making a difference (4th ed.). John Wiley & Sons.

DET. (2025). Family engagement framework. Department of Education and Training.

DET. (2025). Inclusive education policy. Department of Education and Training.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

OECD. (2025). Unlocking high-quality teaching. Organisation for Economic Co-operation and Development.

Thomas, G. (2025). Effective classroom communication. Routledge.

UNESCO. (2025). Every learner matters: Inclusive education. https://unesco.org/

UNESCO. (2025). ICT competency framework for teachers. https://unesco.org/

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