Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 30/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course provides an introduction to school life through workshops and 15 days (5 single days and 10 day block) of professional experience. Teaching is a multi-faceted profession and schools are complex environments that are driven and influenced by numerous stakeholders in the educative process. Being school ready is an important first step in the journey to becoming a graduate teacher. The course is designed to generate knowledge and understanding of the school environment, allow preservice teachers to investigate and analyse the duties and responsibilities of being a teacher, including supporting student health and wellbeing, and provides the opportunity to understand the importance of communication within a school context. There will also be a focus on the development of skills for both the observation and planning of lessons, and segments of lessons. Students will be required to reflect on their personal teaching philosophy after their first professional experience. This course is developmental and links to EDUC4615 and EDUC4625, providing a basis for these subsequent courses by demonstrating the importance of creativity and initiative in teaching. As this course contains a professional experience component in a school, all pre-requisites should be met prior to enrolment.
Note: This course runs to the standard Semester 2 calendar for coursework, with the 10 day block professional experience commencing after Semester 2 central examinations.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Successful completion of 12 units BEd(Sec) courses, including EDUC1650, EDUC2604, EDUC3602. Students are required to hold a current Blue Card authorised by the School of Education.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3099
Restrictions
Entry into the Bachelor of Education (Secondary) dual program.
Course contact
Lecturer
Course staff
Tutor
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Compulsory attendance at initial seminar and workshops - mandated 80% attendance requirement to pass this course.
1 x 2 hour whole group seminar (Week 1 - initial seminar where all students are required to attend)
12ᅠ x 2 hour workshops (compulsory attendance)
ᅠ
Professional experience placement ᅠ- five single days and ten day block or three week block
Aims and outcomes
- To understandᅠthat teaching is aᅠmulti-faceted profession and that schools are complex environments that are driven and influenced by numerous stakeholders in the educative process.
- To be school ready - anᅠimportant first step in the journey to becoming a graduate teacher.
- To allow preservice teachers to investigate and analyse the duties and responsibilities of being a teacher, including supporting student health and wellbeing.
- To understand the importance of teacher health and wellbeing.
- To provideᅠthe opportunity to understand the importance of communication within a school context. ᅠ
- To focus on the development of critical skills for both the observation and planning of lessons, and segments of lessons.
- To critically reflect on your ownᅠpersonal teaching philosophy after theᅠfirst professional experience.
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, and how these may affect learning, and teaching strategies for supporting them in their personal development, health and wellbeing (APST 1.1)
LO3.
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).
LO4.
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 (APST: 1.6, 4.4, 7.2).
LO5.
Demonstrate knowledge of relevant codes of ethics and conduct for the teaching profession, and reflect on the technical and communication skills required to interact effectively with students, care givers and fellow professionals in an educational environment (APST: 3.5, 7.1).
LO6.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
LO7.
Demonstrate all teaching and professional requirements of the professional experience placement (APST: 1.1, 2.1, 2.2, 2.5, 4.2, 4.3, 4.4, 6.1, 6.3).
Assessment
Assessment summary
Category | Assessment task | Weight | Due date |
---|---|---|---|
Performance |
Microteaching presentation
|
Pass/Fail |
5/08/2024 - 30/09/2024
A schedule of micro-teaching activities will be devised in workshops and published on Blackboard. |
Placement |
Supervised professional experience placement
|
Pass/Fail |
5 days (6/9,13/09, 04/10, 11/10, 18/10) & 2 wk block (18/11 to 29/11) or 3 wk block (4/11 - 22/11) Evaluation form uploaded - Two week block - 6th Dec, 2:00pm and Three week Block - 29th Nov, 2:00pm |
Notebook/ Logbook, Portfolio, Reflection |
Building a Portfolio
|
Pass/Fail |
06 Dec 24 2:00pm for 2-week block placement Or 29th Nov 24 2:00pm for 3-week block placement |
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
Microteaching presentation
- Hurdle
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Performance
- Weight
- Pass/Fail
- Due date
5/08/2024 - 30/09/2024
A schedule of micro-teaching activities will be devised in workshops and published on Blackboard.
- Learning outcomes
- L02, L03, L05, L06
Task description
Using the ACARA V9.0, F-10 Curriculum relevant to your teaching area, you are to present a lesson segment in pairs/or groups of three (depending on numbers).
Your group presentation should go for no more than 35 minutes (Pairs - 25 mins, Group of 3 - 35mins) and should consist of the following:
- A 5 minute overview which presents your lesson plan and also outlines where and how your segment fits into your lesson
- A 10 minute simulation of the lesson segment taught by each member of the group individually
Your group is required to submit the following in one document via Blackboard prior to your presentation (only one group member needs to upload this):
- A full lesson plan that indicates where your segment fits into the lesson (the full lesson should be 60-70 minutes long)
- Any resources used
Please note: You are not required to present the full lesson in the workshop, you only present a 25/35 minute segment of the lesson depending on your group size.
APST: 2.1, 3.5
Hurdle requirements
This assessment item, and all criteria within the assessment item, must be passed to pass the course overall.Submission guidelines
Group Lesson Plan to be submitted via email to lecturer/tutor at least 24 hours before your micro-teaching activity. Feedback, via email, from lecturer/tutor and improvements from group may be required to ensure a satisfactory lesson plan is achieved. Micro-teaching will only occur once a satisfactory lesson plan has been received.
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.
Supervised professional experience placement
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
5 days (6/9,13/09, 04/10, 11/10, 18/10) & 2 wk block (18/11 to 29/11) or 3 wk block (4/11 - 22/11)
Evaluation form uploaded - Two week block - 6th Dec, 2:00pm and Three week Block - 29th Nov, 2:00pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Placement dates cannot be changed unless a student has exceptional circumstances and this must be approved by the Course Coordinator/or Director of Professional Experience.
You are required to attend a school allocated to you by the university in order to observe teaching practice, school life, students, and develop observation and communication skills within a school context. You are also required to plan and teach segments of lessons and full lessons.
You will have one day per week for five weeks in a school and a two week block at the end of the semester. 100% attendance is mandatory. It is not acceptable to load single day visits into a reduced number of weeks. You must adhere to the School of Education's policies and procedures for professional experience at all times.
The 5 single days will comprise of observations, hand-on classroom assistance, moving to planning and teaching segments of lessons.
The 10 day block will comprise of observations, hand-on classroom assistance, planning and teaching segments of lessons and full lessons.
Illness preventing attendance during your professional experience must be notified to the placements administrator, education@uq.edu.au, the UQ facilitator, your teacher and the school coordinator. Missed days must be made up and negotiated to the satisfaction of the school. Work is NOT acceptable as a reason for missing an observation day.
Throughout the semester you will be required to attend on-campus workshops to prepare you for your observation days. Attendance is required for all of these workshops or you may jeopardise your placement. Any missed classes must be supported by medical certificates or other supporting documentation. Alternate assessment may be required to compensate for the missed days at the discretion of the course coordinator.
Your supervising teacher/s will prepare a report at the end of the 15 days that will advise on your performance in the school context and will determine your outcome for the professional experience.
Students are expected to have read, and abide by the School of Education Policies and 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 - (Two week Block - uploaded by 2pm 6th Dec. and Three Week Block - 22nd Nov.). Failure to upload the practicum evaluation forms to the Blackboard site may result in a failing grade being awarded for the course.
APST: 2.1, 2.2, 2.5, 2.6, 3.1, 4.2, 4.3, 6.3, 7.1, 7.2
Hurdle requirements
This assessment item, and all criteria within the assessment item, must be passed to pass the course overall.Submission guidelines
Submit Evaluation Report via assessment link on Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Building a Portfolio
- Hurdle
- Mode
- Product/ Artefact/ Multimedia
- Category
- Notebook/ Logbook, Portfolio, Reflection
- Weight
- Pass/Fail
- Due date
06 Dec 24 2:00pm for 2-week block placement Or 29th Nov 24 2:00pm for 3-week block placement
- Learning outcomes
- L01, L02, L03, L04, L05, L06
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.
Word count - 3000 words + lesson plans and resources
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;
- Literacy and numeracy teaching strategies/programs and their application in the classroom and school;
- Practical approaches to manage challenging behaviour;
- Assessment (systemic data – school, class, focus on students – for example PATM, PATR, NAPLAN; moderation of assessment and reporting mechanisms, the purpose of keeping accurate and reliable records).
In order to write the summary of observations, you should refer to the notes that you compiled for the various observation focus areas below – use these 10 focus areas as headings for your summary of observations.
- An introduction to the school environment (who are the various stakeholders?)
- School policies and procedures (legislative, administrative and organisational)
- The importance of communication within a school community
- Extra-curricular activities and opportunities within a school
- The duties and responsibilities of being a teacher
- Who are your learners? – understanding, catering for and managing individual student needs. Supporting student health and wellbeing.
- An introduction to classroom management
- The development of literacy and numeracy skills – classroom and school level
- Organising the learning (teaching and learning strategies/activities) – the what, why and how
- The use of information communication and technologies (ICTs) in the classroom and across the school
Part B - Planning notes and reflections - Planning notes + 500 word reflections/goals
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 (including resources) 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).
- 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.
Part C - Personal Teaching Philosophy - 500 words
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 your progress through the professional experience courses and your program.
APST: 1.1, 1.6, 2.1, 2.2, 2.5, 4.3, 4.4, 6.1, 6.3
Hurdle requirements
This assessment item, and all criteria within the assessment item, must be passed to pass the course overall.Submission guidelines
Submit via Turnitin submission link on 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.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
Pass/Fails | Description |
---|---|
P |
Course grade description: In order to pass EDUC3605, students must pass each assessment task. All criteria in each assessment task must also be passed. AND Attendance - Meet the requirements of participation in and 80% attendance and participation at workshops. This course has an 80% attendance requirement to pass this course. You are required to engage with workshop content and actively participate in all face-to-face workshops. This engagement includes all aspects of the course content, micro teaching and readings. This engagement fulfills the requirement of the Australian Professional Standards for Teachers. When you are unable to attend due to extenuating circumstances, you should notify your tutor in advance (via email). If you miss a workshop, the onus is on you to liaise with your tutor and submit additional material to demonstrate that you have engaged with the topic for the week. What form this supplementary work will take will be at the discretion of the tutor and be appropriate to the particular circumstance of each case. A maximum of two opportunities to make up work for missed workshops will be allowed and this make-up work must be submitted within one week of the missed workshop. Your participation and engagement in the course aims to assist in the development of elements of appropriate values and dispositions for teaching as described in the Australian Professional Standards for Teachers. Attendance at the first seminar is compulsory for all students. |
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 do commence but do not complete the professional experience practical component will be assigned a failing grade. |
Additional course grading information
In order to pass EDUC3605, students must pass each assessment task. All criteria in each assessment task must also be passed.
AND
Attendance - Meet the requirements of participation and engagement in this course with at least 80% attendance and participation at workshops.
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Not all aspects of this course are eligible for supplementary assessment consideration.
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. Whilst 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 |
---|---|---|
Multiple weeks |
Practical |
Professional Experience Final two week (or three week) block - full time supervised practicum in a school setting. Two Week Block - 18 November - 29 November *Accompanies 5 single days of placement Three Week Block - 4 November - 22 November Learning outcomes: L06, L07 |
Week 1 (22 Jul - 28 Jul) |
Seminar |
Overview of course and professional experience. Legislative, school and employing authority requirements, ethical practices in teaching and learning process. Readings/Ref: Prof. Experience (Chapters 1 & 2) Learning outcomes: L01, L04, L05 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
Workshop One Effective teaching and learning communities- introduction to schools and the teaching and learning process. Micro-teaching - organisation. Readings/Ref: Prof. Experience (Chapter 3) Learning outcomes: L01, L04 |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Workshop Two Understanding the physical, social and intellectual development and characteristics of students and how these may affect learning and the implications for teaching. Micro teaching activities. Learning outcomes: L02, L03 |
Week 4 (12 Aug - 18 Aug) |
Workshop |
Workshop Three Setting learning goals and objectives for student learning making links within curriculum requirements and knowledge of how students learn. Micro-teaching Activities Public Holiday Wednesday 14 August Readings/Ref: Prof. Experience (Chapter 5) Learning outcomes: L02, L03, L06 |
Week 5 (19 Aug - 25 Aug) |
Workshop |
Workshop Four Setting learning goals and objectives for student learning making links within curriculum requirements and knowledge of how students learn (continued). Micro-teaching activities. Readings/Ref: Prof. Experience (Chapter 5) Learning outcomes: L02, L03 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Workshop Five Teaching strategies including literacy and numeracy development. Micro-teaching activities. Learning outcomes: L02, L03 |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Workshop Six Legislative requirements and teaching strategies that support participation and learning of students with disability and a variety of abilities. Micro-teaching activities. Readings/Ref: Prof. Experience (Chapters 5 & 11) Learning outcomes: L02, L03, L04 |
Practical |
Day 1 - Single visit Learning outcomes: L06, L07 |
|
Week 8 (09 Sep - 15 Sep) |
Workshop |
Workshop Seven An introduction to classroom organisation and practical approaches to managing challenging behaviour. Micro-teaching activities. Readings/Ref: Prof. Experience (Chapter 7) Learning outcomes: L02, L03, L04, L06 |
Practical |
Day 2 - Single visit Learning outcomes: L06, L07 |
|
Week 9 (16 Sep - 22 Sep) |
Workshop |
Workshop Eight An introduction to classroom organisation and practical approaches to managing challenging behaviour (continued). Micro-teaching activities Readings/Ref: Prof. Experience (Chapter 7) Learning outcomes: L02, L03, L04, L06 |
Week 10 (30 Sep - 06 Oct) |
Workshop |
Workshop Nine Verbal and non-verbal communication strategies to support student engagement. Micro-teaching activities Readings/Ref: Prof. Experience (Chapter 7) Learning outcomes: L02, L03, L05, L06 |
Practical |
Day 3 - Single visit Learning outcomes: L06, L07 |
|
Week 11 (07 Oct - 13 Oct) |
Workshop |
Workshop Ten Identifying professional learning needs and goals for continuous growth and development as a pre-service teacher, including the importance of links with the Australian Professional Standards for Teachers. Micro-teaching activities Learning outcomes: L01, L02, L03, L04, L05 |
Practical |
Day 4 - Single visit Learning outcomes: L06, L07 |
|
Week 12 (14 Oct - 20 Oct) |
Workshop |
Workshop Eleven How to work effectively with supervising teachers, including how to seek out and respond appropriately to feedback designed to improve teaching practices. Micro-teaching activities Readings/Ref: Prof. Experience (Chapters 8 & 9) Learning outcomes: L01, L02, L03, L05 |
Practical |
Day 5 - Single visit Learning outcomes: L06, L07 |
|
Week 13 (21 Oct - 27 Oct) |
Workshop |
Workshop Twelve Preparation for block professional experience placement. Micro-teaching activities (if required) Learning outcomes: L01, L02, L03, L04, L05, 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 - 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: