This is the first of a suite of four professional experience courses within the Bachelor of Education (Primary) program. It introduces students to current and long-standing educational trends. It challenges students to explore the basis of educational practices and the ways that these have been informed and influenced by the media and public domain. The course will also build on and apply knowledge developed across the first year of the Bachelor of Education (Primary) program. This course contains 10 days (5 single days and 5 day block) of professional experience with a focus on observation and hands-on classroom assistance.
This course provides an introduction to school life through workshops and school visits.
You'll need to complete the following courses before enrolling in this one:
Concurrent enrolment in a minimum of 4 units of BEd(Prim) Core Courses, plus students are required to hold a current Blue Card authorised by the School of Education.
You can't enrol in this course if you've already completed the following:
EDUC1715
Entry to the Bachelor of Education (Primary) program
Contact via email and allow 3 working days for a response. Please email again if a response is not received. Contact course co-ordinator for any urgent matters, questions about assessment or placement concerns.
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The timetable for this course is available on the UQ Public Timetable.
Note that this subject has a mandatory attendance rate to pass the subject.
Mandatory Introductory Seminar
Monday 24th February 2025
Time: 9am-10am
Location: 11A-130 ModWest, Collaborative Room
AND
Workshops (Once a week for two hours). You will be enrolled into one two-hour workshop, to attend once a week. Mandatory attendance and participation.
AND
Placement
(All 10 placement days must be completed at a satisfactory level and in full duration to pass this course). This includes attending all duties with the supervising teacher and any before or after school meetings as expected by the placement school.
Placement Dates:
Visit 1: Friday 4th April 2025
Visit 2: Friday 2nd May 2025
Visit 3: Friday 9th May 2025
Visit 4: Friday 16th May 2025
Visit 5: Friday 23rd May 2025
Block Placement (Visits 6-10 across 5 consecutive dates):
Monday 26th May 2025 – Friday 30th May 2025
After successfully completing this course you should be able to:
LO1.
Identify current and/or long-standing educational trends
LO2.
Recognise and understand the place of legislative, school and employing authority requirements in the teaching and learning process, and which enable strategies to support student well-being and safety.
LO3.
Demonstrate knowledge of relevant codes of practices and reflection on the technical and communication skills required to interact effectively and sensitively with students, parents/care givers and fellow professionals in an educational environment.
LO4.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
LO5.
Demonstrate all teaching and professional requirements of the professional experience placement.
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Product/ Design |
Policies & Procedures for Professional Experience
|
Pass/Fail |
28/02/2025 |
| Placement |
Professional Experience
|
Pass/Fail |
30/05/2025 |
| Notebook/ Logbook |
Reflection logbook
|
Pass/Fail |
6/06/2025 2:00 pm |
| Essay/ Critique |
Research Essay on an Educational Practice
|
Pass/Fail |
16/06/2025 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
28/02/2025
Students must read the Policies and Procedures for Professional Experience Placements document and respond to the statement declaration on Blackboard by the due date. Failure to do so will result in a withdrawal of the placement and the awarding of a grade of Fail for the course.
APST: 7.1, 7.2
Statement:
I have read, understood and will abide by, the Policies and Procedures for Professional Experience Placements.
Completion of declaration statement on Blackboard to acknowledge that the student has read, understood and will abide by the policies and procedures
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
30/05/2025
Students are required to successfully complete 10 single days of a supervised and assessed professional experience in an approved school setting. The placement will be arranged only by the School of Education.
The 10 single days will comprise of observations and hand-on classroom assistance.
During the practicum, students are expected to demonstrate competence across the APST. To do this, students will demonstrate that they have undertaken the inherent requirements of the role of a teacher. This means that students at the very least, will be expected to:
Students are expected to have read, and abide by the School of Education Policies & Procedures document for Professional Experience Placements.
NOTE: all students are responsible for the collection of original evaluation forms. These are to be uploaded to Blackboard on completion of the practicum. The evaluation form is to be uploaded on the day that placement is completed and no later than Friday 6th June, 5pm (for any extensions pre-approved). Failure to upload the practicum evaluation forms to the link on the Blackboard site may result in a failing grade being awarded for the course.
APST: 1.1, 2.1, 2.5, 4.2, 6.3, 7.1, 7.2
Upload via link on Blackboard.
You cannot defer or apply for an extension for this assessment.
6/06/2025 2:00 pm
During your professional experience placement, you are required to keep a logbook of reflections based on your school observations.
For each of the 10 school visits you will complete a weekly entry of 300 words (in paragraph form) summarising your observation notes for the topics listed below:
While each entry will mainly comprise of a summary of your school based discussions and research, where possible you should also consider the following across your 10 entries: Material covered in the workshop and group discussions. Current information presented in the media and public domain about the topic (for example, media articles or reports); Literature relating to the topic (for example, academic research and educational policy documents).
Each entry should include a heading with the topic number and the topic title. APA referencing should be used and a reference list included. Any documents, articles, resources or information collected can be presented via an appendix at the end of the logbook.
APST: 1.1, 1.2, 1.5, 2.1, 2.5, 4.1, 4.3, 4.4, 5.1, 6.1, 6.2, 7.3
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
16/06/2025 2:00 pm
Throughout this course, current and long-standing educational trends have been explored and discussed. For this 1500-word research essay you are to investigate an educational practice that relates to one of the following areas:
In your essay, you should also evaluate the impact of the educational practice on student learning. You are required to refer to relevant academic literature and educational policy documents throughout your essay. APA referencing should be used and a reference list included. The Australian Professional Standards for Teachers listed next to each area above should also be referred to when preparing your essay.
The following may act as stimulus for choosing an educational practice: workshop discussions; observations and conversations at your placement school; articles and discussions in the media/public domain; your logbook of reflections.
APST: 1.1, 1.2, 1.5, 2.1, 2.5, 4.1, 4.3, 4.4, 5.1, 6.1, 6.2, 7.3
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| P |
Course grade description: In order to pass EDUC1740, students must pass each assessment task. AND ﾠ Meet the requirements of participation in and 80% attendance at workshops.ﾠ Arriving late or leaving early without explanation or prior approval will result in an absence mark for the workshop. Work commitments are not an approvable reason for absence. Participation refers to your engagement in tutorials in ways that reflect the development of elements of appropriate values and dispositions for teaching as described in the Australian Professional Standards forﾠTeachers.This includes the micro-teaching presentation. Attendance at the seminar is compulsory. |
| F |
Course grade description: One or more criteria failed in an assessment task and/orﾠdid not meet the participation and attendance requirements. ﾠ Students who do not successfully complete all tasksﾠidentified for this course will be assigned a failing grade. |
Supplementary assessment is not available for some items in this course.
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Procedure, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and to satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
If you receive a grade of N for this course, you may be eligible for supplementary assessment depending on the reason that you have failed.ﾠ EDUC1740 has partial exemption from PPL 3.10.09 as it includes supervised professional experience.ﾠ Supplementary assessment may be offered to allow you to meet the minimum passing requirements except in circumstances where course failure is based on failure of supervised professional experience.
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Find the required and recommended resources for this course on the UQ Library website.
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Not scheduled |
No student involvement (Breaks, information) |
Mid-Semester Break Mid-semester break is after Week 8. Monday 21st to Friday 25th April 2025 |
Week 1 (24 Feb - 02 Mar) |
Seminar |
Week 1: Seminar - Introduction to the course and the placement Understand the legislative, school and employing authority requirements, and ethical principles and practices in the teaching and learning process. Learning outcomes: L02 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Week 2: Workshop One Understanding the physical, social and intellectual development and characteristics of students and how these may affect learning. Introduction to planning activities for teaching APST: 1.1 Learning outcomes: L01 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Week 3: Workshop Two How students learn and the implications for teaching. Planning activities for teaching APST: 2.1 Learning outcomes: L01 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Week 4: Workshop Three Strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Allocation of micro-teaching groups. Planning activities for teaching APST: 1.2 Learning outcomes: L01 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Week 5: Workshop Four Concepts, substance and structure of the content and teaching strategies of the teaching area. Planning activities for teaching APST: 2.5 Learning outcomes: L01 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Week 6: Workshop Five Literacy and numeracy teaching strategies and their application in teaching areas. Planning activities for teaching APST: 4.1 Learning outcomes: L01 |
Fieldwork |
Week 6: School Placement Day One of Ten Week 6 Placement Day One: Friday 4th April 2025 Learning outcomes: L05 |
|
Week 7 (07 Apr - 13 Apr) |
Workshop |
Week 7: Workshop Six Strategies to support inclusive student participation and engagement in classroom activities. Micro teaching presentations begin APST: 4.3, 4.4 Learning outcomes: L01 |
Week 8 (14 Apr - 20 Apr) |
Workshop |
Week 8: Workshop Seven Practical approaches to manage challenging behaviour; and strategies that support studentsﾒ well being and safety working within school and/or system, curriculum and legislative requirements. Micro teaching presentations continue. APST: 5.1 Learning outcomes: L01 |
Week 9 (28 Apr - 04 May) |
Workshop |
Week 9: Workshop Eight Assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. Microteaching Presentations continue Learning outcomes: L01 |
Fieldwork |
Week 9: School Placement Day Two of Ten Learning outcomes: L05 |
|
Week 10 (05 May - 11 May) |
Workshop |
Week 10: Workshop Nine The role of the Australian Professional Standards for Teachers in identifying and planning professional learning needs; and the relevant and appropriate sources of professional learning for teachers to improve practice. Mircroteaching Presentations Continue Learning outcomes: L01 |
Fieldwork |
Week 10: School Placement Day Three of Ten Learning outcomes: L05 |
|
Week 11 (12 May - 18 May) |
Workshop |
Week 11: Workshop Ten Strategies for working effectively, sensitively and confidentially with parents/carers. Microteaching continues Learning outcomes: L01 |
Fieldwork |
Week 11: School Placement Day Four of Ten Learning outcomes: L05 |
|
Week 12 (19 May - 25 May) |
Workshop |
Week 12: Workshop Eleven Assessment Review Culminating Activity for topic areas APST: 7.3 Learning outcomes: L01 |
Fieldwork |
Week 12: School Placement Day Five of Ten Learning outcomes: L05 |
|
Week 13 (26 May - 01 Jun) |
Fieldwork |
Week 13: School Placement 5 day Block (Days 6-10) 5 consecutive days of placement Learning outcomes: L05 |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.