Course coordinator
Associate Professor Shiralee Poed
Please email me to arrange a time for consultation.
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course provides pre-service teachers an opportunity to explore, practise, and reflect on a range of research-informed strategies for supporting student behaviour and promoting teacher and student wellbeing. Current research will be used to critique policies, frameworks, and practices used by schools to create and sustain positive learning environments. Preservice teachers will be provided with an opportunity to examine how to establish and enhance classroom climate, strategies to support student connectedness and engagement, and evidence-based and culturally responsive approaches to respond to and de-escalate student behaviour. Pre-service teachers will also be given an opportunity to explore multi-tiered systems of support including universal practices that work at the whole-school and classroom level, as well as targeted and intensive approaches that are effective for students who require additional support. Further, there will be a focus on how to build strong, ethical, equitable and respectful relationships with students, parents, and colleagues.
One universal challenge for teachers, whether beginning or experienced, is knowing how to promote the behavioural, emotional, and social wellbeing of their learners (Lewis, 2022). During lectures, you will have the opportunity to learn aboutﾠevidence-based and research-validated approaches relevant to primary school students. In tutorials, you, and your peers, will have the opportunity to apply these approaches, and to observe and rehearse these skills before entering the classroom.
We will focus on ways in which we can increase student engagement and improve belonging and connectedness for primary aged students. We will also consider how you, as future teachers, can enhance your own wellbeing and resilience. Practical tasks, based on actual primary scenarios, are designed to help you consider how you can create and sustain a supportive learning environment for all students.ﾠ
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC1740
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Teaching contact for EDUC2770ﾠcomprises of a weekly two-hour lecture plus a weekly one-hour tutorial.
EDUC2770ﾠis a 2 unit course. UQ recommends that you spend approximatelyﾠ10 hours studying per weekﾠfor each 2 unit course, including contact time, during the semester. This means that minus the 3 hours of class contact time (2 hr lecture + 1 hr tutorial), each week you should be spending about 7 hours studying for this course.ﾠThis will includeﾠreading, watching and listening to all your weekly designated learning resources BEFORE CLASS everyﾠweekﾠ(available on the EDUC2770ﾠUQ Learn [Blackboard] site).ﾠ
Aims and outcomes
The course aims to develop students’ abilities to assess the current evidence behind policies and practices used to support student wellbeing, connectedness, engagement, and behaviour. The course also aims to equip pre-service teachers with the knowledge of what contributes to respectful and culturally responsive relationships so that they can apply this knowledge within their classroom practice. The course further aims to develop students’ knowledge of the contextual factors that contribute to, or affect, student behaviour as well as teacher and student wellbeing. This includes personal coping strategies so that, as future teachers, you are self-aware, reflective, and resilient. Practical assessment tasks have been designed to provide students with an opportunity to apply this knowledge and skills to scenarios that reflect the working life of teachers in primary school settings, and to reinforce the significance of developing their practice based on research evidence.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically appraise the evidence underpinning practices used to support student engagement, behaviour, connectedness, and wellbeing and establish and sustain safe and supportive learning environments.
LO2.
Identify and apply research-validated practices specifically aimed at providing multi-tiered systems of support that include social, emotional, and behavioural supports for students.
LO3.
Design safe and supportive learning environments for primary school students and apply approaches that teach and reinforce desired classroom behaviours.
LO4.
Analyse the relationship between function of behaviour and environment, including cultural and contextual factors.
LO5.
Synthesise research to explore links between student behaviour and wellbeing, and engagement and learning.
LO6.
Investigate practices that can prevent student disengagement and develop plans for students who are exhibiting behaviours of concern.
LO7.
Critically reflect on implications for promoting positive student wellbeing and behaviour in professional practice and productive relationships with students, families, and communities.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation | Oral Presentation (and Plan) | 30% |
17/03/2025 2:00 pm |
| Paper/ Report/ Annotation | Action Plan | 30% |
14/04/2025 2:00 pm |
| Paper/ Report/ Annotation | Case Study | 40% |
9/06/2025 2:00 pm |
Assessment details
Oral Presentation (and Plan)
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 30%
- Due date
17/03/2025 2:00 pm
- Learning outcomes
- L02, L03
Task description
Using one area of the Australian Curriculum (e.g., English, Maths, Science, HASS, etc.) and at a year level of your choice, write a lesson for a learning activity (maximum length 5 minutes) and embed in the lesson plan at least one evidence-informed Tier 1 classroom practices. A list of practices is available on UQ Learn. This will be presented in class.
This is a multi-part task. The plan for the learning activity will need to be uploaded to Blackboard as per the due date/time indicated for this assessment item.
The presentation of the Learning Activity will be during tutorials between Weeks 5 and 13. Extensions for the presentation part ONLY must be negotiated directly with the Course Coordinator.
Presentations will be video-recorded for moderation or requests for remarks.
APST 1.2, 2.2, 3.2, 3.3, 4.1, 4.2, 4.3
Submission guidelines
Submission instructions are outlined on UQ Learn (Blackboard).
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.
Extension requests for the Plan must be submitted in the form of an extension request via my Requests at my UQ.
Extensions for the Presentation must be submitted directly to the Course Coordinator.
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.
Late submission of assessment tasks without an approved extension request (plan) or Course Coordinator approval (presentation) will result in penalties being applied.
Action Plan
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
14/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Select from a scenario (provided on UQ Learn) that describes a learner who might be vulnerable in a primary classroom and use research-informed and culturally responsive strategies to design an action plan to increase student connectedness, and address the wellbeing needs of both the student and the teacher. The plan should include strategies for engaging with families.
APST 1.1, 1.3, 1.4, 3.7, 4.1, 4.3, 4.4, 7.3
Submission guidelines
Submission instructions are outlined on UQ Learn (Blackboard).
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.
Late submission of assessment tasks without an approved extension request will result in penalties being applied.
Case Study
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40%
- Due date
9/06/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Select from a case study (provided on UQ Learn) and write a multi-tiered plan to enhance student engagement and support student behaviour. Include within the plan strategies to prevent behaviours of concern, and to teach and reinforce desired behaviours.
APST 3.5, 4.1, 4.2, 4.3, 4.4
Submission guidelines
Submission instructions are outlined on UQ Learn (Blackboard).
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.
Late submission of assessment tasks without an approved extension request will result in penalties being applied.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The student has failed to engage with course material and does not demonstrate any understanding of course content. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student's work demonstrates serious flaws in respect to concepts and/or communication of knowledge and understanding. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student's work demonstrates limited levels of achievement in respect to concepts and/or communication of knowledge and understanding. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student's work demonstrates a sound level of achievement in respect to concepts, communication skills, along withﾠknowledge and understanding of the discipline. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student's work demonstrates an ability to develop and apply understandings that go beyond a basic level of engagement with the discipline. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student's work demonstrates superior engagement with the discipline, effective communication and some attempt to develop original perspectives on relevant issues. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student's work demonstrates substantial elements of originality and insight, along with a capacity for sophisiticated communication. |
Additional course grading information
The above descriptions are a guideline for students' final grade in the course. Students are reminded to pay particular attention to, and be familiar with, the marking criteria for each piece of assessment. Marking criteria are a guide for the content and requirements of the assessment. Marking criteria for each piece of assessment are provided online.
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assignmentﾠ 1 (A1) : grade of 6 at 30% weighting
Assignment 2 (A2): grade of 5ﾠat 30% weighting
Assignment 3 (A3): grade of 6ﾠat 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3)ﾠﾠﾠﾠﾠ
(0.3ﾠx 6) + (0.3ﾠx 5) + (0.4ﾠx 6) = 1.8ﾠ+ 1.5ﾠ+ 2.4ﾠ=ﾠ5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would beﾠ6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
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 remark, 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.
Use of AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
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.
Additional learning resources information
A full list of all learning resources for each week are outlined on UQ Learn (Blackboard).
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 (24 Feb - 02 Mar) |
Tutorial |
Week 1 Classroom expectations, positive greetings at the door, creating predictability Learning outcomes: L01, L05 |
Lecture |
Week 1 An overview of the current policies, frameworks and practices that are promoted to create and sustain Positive Learning Environments APST 4.4, 7.1, 7.2 Learning outcomes: L01, L05 |
|
Week 2 (03 Mar - 09 Mar) |
Tutorial |
Week 2 Active supervision, behaviour specific praise, and giving instructions Learning outcomes: L01, L02, L03, L05 |
Lecture |
Week 2 Multi-Tiered Systems of Support Learning outcomes: L01, L02, L03, L05 |
|
Week 3 (10 Mar - 16 Mar) |
Tutorial |
Week 3 Cueing with parallel acknowledgement, Opportunities to respond, and early finishers Learning outcomes: L01, L02, L03 |
Lecture |
Week 3 Effective whole school, culturally responsive Tier 1 practices Learning outcomes: L01, L02, L03 |
|
Week 4 (17 Mar - 23 Mar) |
Tutorial |
Week 4 Final preparation for Assessment Task 1 and deep dive into Tasks 2 and 3 Learning outcomes: L01, L02, L03 |
Lecture |
Week 4 Effective classroom level, culturally responsive Tier 1 practices including effective teaching practices Learning outcomes: L01, L02, L03 |
|
Week 5 (24 Mar - 30 Mar) |
Tutorial |
Week 5 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 5 Culturally responsive practices to develop respectful relationships with students, parents, and communities Learning outcomes: L01, L02, L07 |
|
Week 6 (31 Mar - 06 Apr) |
Tutorial |
Week 6 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 6 Student engagement and connectedness Learning outcomes: L01, L07 |
|
Week 7 (07 Apr - 13 Apr) |
Tutorial |
Week 7 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 7 Student & Teacher wellbeing Learning outcomes: L01, L07 |
|
Week 8 (14 Apr - 20 Apr) |
Tutorial |
Week 8 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 8 Functional understanding of student behaviour Learning outcomes: L01, L02 |
|
Week 9 (28 Apr - 04 May) |
Tutorial |
Week 9 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 9 The Prevent, Teach, Reinforce (PTR) Model Learning outcomes: L01, L02, L03, L04, L06 |
|
Week 10 (05 May - 11 May) |
Tutorial |
Week 10 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 10 How to prevent behaviours of concern and teach and reinforce desired behaviours Learning outcomes: L01, L02, L03, L04, L06 |
|
Week 11 (12 May - 18 May) |
Tutorial |
Week 11 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 11 Targeted approaches to re-engage learners Learning outcomes: L01, L02, L04, L06 |
|
Week 12 (19 May - 25 May) |
Tutorial |
Week 12 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 12 Intensive approaches to re-engage learners Learning outcomes: L01, L02, L04, L06 |
|
Week 13 (26 May - 01 Jun) |
Tutorial |
Week 13 Student presentations of Assessment Task 1 Learning outcomes: L02 |
Lecture |
Week 13 De-escalation Learning outcomes: L01, L02, L03, L04, L06, L07 |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.