Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Teaching is a multi-faceted profession. Becoming a teacher requires commitment and dedication to lifelong learning and personal growth through reflection. This course provides an introduction to school life and teaching through workshops and a 15-day (3 week) block professional experience placement. Observing practice and learning from others provides the opportunity for personal development and growth. Therefore, there will be a focus on the development of critical skills for both the observation and planning of lessons, and segments of lessons. Students will be required to critically reflect on their personal teaching philosophy after their first professional experience block. This course is developmental and links to courses EDUC3750 Primary Professional Experience 2 and EDUC4750 Primary Professional Experience 3 and is designed to build on and incorporate knowledge developed across Year 1 and 2 of the Bachelor of Education (Primary) program. div>
- As this course contains a professional experience component in a school, students are required to have a valid Blue Card for the duration of the placement.
This course provides an introduction to school life and teaching through workshops and a 15 day block professional experience placement. Observing practice and learning from others provides the opportunity for personal development and growth. Therefore, there will be a focus on the development of critical skills for both the observation and planning of lessons, and segments of lessons. Students will be required to critically reflect on their personal teaching philosophy after their first professional experience block.ﾠThe structure of this course also provides opportunity for placement in a rural or global context.
Course requirements
Assumed background
Enrolment in this course requires successful completion of EDUC1740 Introduction to Primary Professional Experience. The course assumes successful completion of, and builds on, the first three semesters of the Bachelor of Education (Primary) program.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Successful completion of EDUC1740 Introduction to Primary Professional Experience and hold a current Blue Card authorised by the School of Education. Plus completion of pre-service teacher risk assessment.
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Lecturer
Mrs Glenys Oberg
Please email to organise consultation times.
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
- Observe practice and learn from others to provide the opportunity for personal development and growth.
- Develop a foundational understanding of positive approaches to classroom management.
- Focus on the development of critical skills for both the observation and planning of lessons, and segments of lessons.
- To critically reflect on your personal teaching philosophy after the first professional experience block.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an understanding of teaching as a dynamic and challenging form of professional work.
LO2.
Demonstrate an understanding of the diverse backgrounds, development and characteristics of students, how these may affect learning, and teaching strategies to meet the specific learning needs of students across the full range of abilities. (APST 1.1, 1.5)
LO3.
Know and understand literacy and numeracy teaching strategies and their application in learning areas. (APST 2.5)
LO4.
Identify and implement teaching strategies, including the use of ICTs, that provide students with appropriate, challenging learning goals and an engaging yet safe and supportive learning environment. (APST 2.6, 3.1)
LO5.
Demonstrate understanding of assessment strategies (including informal and formal, diagnostic, formative and summative approaches), the purpose of assessment moderation to support consistent and comparable judgements and a range of strategies for keeping accurate and reliable records for reporting to students and parents/carers. (APST 5.1, 5.3, 5.5)
LO6.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. (APST 3.6)
LO7.
Recognise and understand the place of legislative, school and employing authority requirements and assessment data in the teaching and learning process. (APST 1.6, 5.4, 7.2)
LO8.
Demonstrate knowledge of relevant codes of practices and critical reflection on the technical and communication skills required to interact effectively with students, care givers and fellow professionals in an educational environment. (APST 7.1)
LO9.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
LO10.
Demonstrate all teaching and professional requirements of the professional experience placement. (APST 1.1, 2.1, 2.2, 2.5, 4.2, 4.3, 6.1, 6.3)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
1 Policies & Procedures for Prof Experience
|
Pass/Fail |
5/08/2024 12:00 am |
| Placement |
2 Professional Experience
|
Pass/Fail |
28/10/2024 - 15/11/2024
Prac Report due 2pm 22 November |
| Essay/ Critique, Portfolio | 3 Building a portfolio | Pass/Fail |
18/11/2024 2:00 pm |
| Paper/ Report/ Annotation | 4 Literacy and numeracy report | Pass/Fail |
29/11/2024 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.
Assessment details
1 Policies & Procedures for Prof Experience
- Hurdle
- Mode
- Product/ Artefact/ Multimedia
- Category
- Participation/ Student contribution
- Weight
- Pass/Fail
- Due date
5/08/2024 12:00 am
- Learning outcomes
- L07, L08, L09
Task description
Students must read the 2022 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 2022 Policies and Procedures for Professional Experience Placements.
Hurdle requirements
Must be completed before PlacementSubmission guidelines
Completion of declaration statement on Blackboard to acknowledge that the student has read, understood and will abide by the policies and procedures.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
2 Professional Experience
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
28/10/2024 - 15/11/2024
Prac Report due 2pm 22 November
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09, L10
Task description
Students are required to successfully complete a 15 day block of a supervised and assessed professional experience in an approved school setting. The placement will be arranged only by the School of Education.
- The first 2 to 3 days to be observation and settling into school environment and context, as well as planning and consulting with supervising teacher(s) for future teaching
- Towards end of Week 1 to start teaching segments of lessons (e.g. 10 mins or 15 mins, half a lesson, or even a full lesson – this might be the start of the lesson, the conclusion, a lesson quiz, discussion, group activity, reading groups, explaining a concept, etc).
- Full lessons to commence half way through the placement and to continue until end of placement.
During the practicum, students are expected to demonstrate competence across the APSTs. 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:
- attend the school at least half an hour before and after school start and finish times to discuss that day's and subsequent days' expectations
- attend any meetings held during the time of the practicum, e.g. departmental or whole of staff meetings or any professional development meetings where attendance is approved by the school, participate in extracurricular activities etc available during the block.
Students are expected to have read, and abide by the School of Education Policies & Procedures document for Professional Experience Placements.
APST: 2.1, 2.2, 2.5, 2.6, 3.1, 4.2, 4.3, 6.3, 7.1, 7.2
Hurdle requirements
Must be passed to pass course.Submission guidelines
Practicum report (signed by all parties) to be uploaded to Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
3 Building a portfolio
- Mode
- Written
- Category
- Essay/ Critique, Portfolio
- Weight
- Pass/Fail
- Due date
18/11/2024 2:00 pm
- Learning outcomes
- L01, L02, L05, L07, L09, L10
Task description
From your 15-day professional experience placement you are required to collate and present a portfolio containing a summary of observations, planning notes and a personal teaching philosophy.
Part A – Summary of observations
You are to prepare a 2000-word summary of observations that addresses all of the following topics:
- Understanding the school environment and being a teacher;
- Knowing your learners (physical, social and intellectual development and characteristics of students and how these may affect learning);
- Strategies to support full participation of students with disability;
- Practical approaches to manage challenging behaviour;
- Assessment (formative, summative, diagnostic, systemic data; moderation of assessment and reporting mechanisms, the purpose of keeping accurate and reliable records).
Part B - Planning notes and reflections
During the placement you have had the opportunity to plan for and present segments of lessons/mini lessons and full lessons (where possible).
You are to include three examples of plans that you created and presented, and provide a personal reflection for each. Your reflection should address what went well and what you would improve for next time (150-200 words for each example).
Based on these personal reflections and feedback provided by your supervising teacher(s), you are required to identify three professional learning goals that will guide your next professional experience placement. You should link your professional learning goals to relevant Australian Professional Standards for Teachers and their focus areas (you may present your goals as dot points).
Part C - Personal teaching philosophy
In reference to Part A and B and through reflection on the professional experience placement and your journey to date in the program, prepare a 500-word personal teaching philosophy that captures and presents how you will aim to ensure that your teaching has a positive impact on student learning. This statement should also identify your values, beliefs and ideas about teaching and the type of teacher you will aim to become.
The three domains from the Australian Professional Standards for Teachers may help you frame your philosophy.
This will be an important and valuable statement to revisit as you progress through the professional experience courses and your program.
APST: 1.1, 1.6, 2.1, 2.2, 4.3, 5.3, 5.5, 6.1, 6.3
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
4 Literacy and numeracy report
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- Pass/Fail
- Due date
29/11/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L05, L06, L07, L09
Task description
You are required to investigate and critically analyse the ways in which literacy and numeracy initiatives are implemented in your school and specifically in the classrooms you have been observing.
Prepare a report of 2000 words that clearly and coherently demonstrates your knowledge and understanding of recent developments in literacy and numeracy and how that is carried out in your specific school’s context. You must include a context for the report and a literacy and numeracy profile of the students in your placement school that draws on systemic assessment data for the school, class and focus students (school analysis e.g., PATM, PATR, NAPLAN). Your report must also evaluate a specific literacy or numeracy teaching strategy or program at your placement school and its purported relationship with student learning (e.g., interpretation of a specific activity, assessment or student artefact). Your report must conclude with “I wonder” statements about ways to adapt/modify/change the strategy/program for the purpose of improving student learning.
Your report will be supported by evidence from your placement school with examples or case studies drawn from the classrooms you have been observing. You will also support your writing with references to academic literature.
Your report must demonstrate your knowledge and understanding of the following focus areas:
- General literacy and numeracy teaching strategies and their application in teaching areas
- Strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities (specifically in literacy and numeracy)
- Assessment strategies, including informal and formal, diagnostic, formative and/or summative approaches to assess student learning (specifically in literacy and numeracy).
Please make sure you de-identify the school, teachers and students in your report.
APST: 1.5, 2.5, 3.6, 5.1, 5.4
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| P |
Course grade description: In order to pass EDUC2740, students must pass each assessment task. AND Meet the requirements of participation and 80% attendance at workshops. Participation refers to your preparation and engagement in workshops in ways that reflect the development of elements of appropriate values and dispositions for teaching as described in the Australian Professional Standards for Teachers. Attendance at the final seminar is compulsory. |
| F |
Course grade description: One or more criteria failed in an assessment task and/or did not meet the participation and attendance requirements. Students who do not successfully complete all tasks identified for this course will be assigned a failing grade. Please note: - Students who fail to meet attendance requirements at workshops and the seminar will not be assigned a professional experience placement and therefore will receive a failing grade for the course. - Students who commence but do not complete the professional experience practical component will be assigned a failing grade. |
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Additional assessment information
The following applies to all assessments in this course:
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. ﾠWhilst students may use AI 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 AI 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 tools.
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
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 Policy, 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 so 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.
Learning resources
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.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Introduction. Who are our learners and how do we engage them for learning? (APST 1.1) Who are our learners and how do we engage them for learning? Learning outcomes: L02, L10 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
Classroom climate and positive communication (APST 4.3) Classroom climate and positive communication Learning outcomes: L08, L09, L10 |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Classroom culture, organisation and routines (APST 4.2, 4.3) Classroom culture, organisation and routines Learning outcomes: L01, L04, L10 |
Week 4 (12 Aug - 18 Aug) |
Workshop |
Classroom management to promote positive behaviour (APST 4.3) Classroom management strategies, including challenging behaviours. Learning outcomes: L01, L02, L08, L10 |
Week 5 (19 Aug - 25 Aug) |
Workshop |
Managing common challenging behaviours (APST 4.3) What are some common challenging behaviours? How can I build on the strategies we have used to far to help? Learning outcomes: L01, L02, L04, L08, L10 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Assessment data, reporting and moderation (APST 5.1, 5.3, 5.4) Assessment, feedback, moderation and reporting; Learning outcomes: L05, L10 |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Evaluating literacy-numeracy strategies (APST 2.5, 3.6, 5.4) Literacy and numeracy demands; using data for program evaluation. Learning outcomes: L03, L10 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Designing activities around learning goals (APST 2.6, 3.1, 4.2) Setting learning goals and objectives for student learning making links within curriculum requirements and knowledge of how students learn. Learning outcomes: L04, L06, L10 |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Teaching and planning (APST 1.5, 2.1, 2.2) Teaching strategies and lesson planning Learning outcomes: L02, L04, L10 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
***MID SEMESTER BREAK*** |
Week 10 (30 Sep - 06 Oct) |
No student involvement (Breaks, information) |
**KINGS BIRTHDAY HOLIDAY** |
Week 11 (07 Oct - 13 Oct) |
Workshop |
Identifying professional learning needs; professional feedback (APST 6.1, 6.3) Reflective practice. Identifying professional learning needs. Working effectively with supervising teachers and responding appropriately to feedback designed to improve teaching practices. Learning outcomes: L01, L08, L09, L10 |
Week 12 (14 Oct - 20 Oct) |
Workshop |
Ethics and policy (APST 7.1, 7.2) Policy. Legislative, school and employing authority requirements, and ethical principles and practices in the teaching and learning process, including supporting participation and learning of students with a disability. Learning outcomes: L01, L07, L08, L10 |
Week 13 (21 Oct - 27 Oct) |
Seminar |
Professional Experience Placement Seminar Ethics, Safety, Confidentiality, Statutory obligations. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10 |
Multiple weeks From Revision week To Exam week 2 |
Placement |
Professional Experience Placement Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10 |
Policies and procedures
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:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: