Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 12/12/2025)
- 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 (3 week 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 15 day block professional experience commencing during Semester 2 central examinations.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
12 units BEd(Sec) courses which must include 10 days of placement, a current Blue Card
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3099
Restrictions
Restricted to students enrolled in BEd(Sec) dual programs
Course contact
Lecturer
Course staff
Tutor
Ms Nina Johnson
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
1 x 2-hour whole group seminar (Week 1 - initial seminar to provide course and placement information)
12 x 2-hour workshops (Week 2 - Week 13)
Professional experience placement ﾠ- 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.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Performance |
Microteaching presentation
|
Pass/Fail |
11/08/2025 - 6/10/2025
A schedule of micro-teaching activities will be created in the first workshop and published on Blackboard. |
| Placement |
Supervised professional experience placement
|
Pass/Fail |
Placement 10/11/2025 - 28/11/2025
Evaluation form due 5/12/2025 by 2pm |
| Notebook/ Logbook, Portfolio, Reflection |
Building a Portfolio
|
Pass/Fail |
5/12/2025 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.
Assessment details
Microteaching presentation
- Hurdle
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Performance
- Weight
- Pass/Fail
- Due date
11/08/2025 - 6/10/2025
A schedule of micro-teaching activities will be created in the first workshop and published on Blackboard.
- Learning outcomes
- L02, L03, L05, L06
Task description
Using the junior curriculum relevant to your teaching area you are to present a lesson segment in pairs or groups of three (depending on numbers).
Your presentation should go for no more than 20 minutes 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 15-minute simulation of the lesson segment
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 15-minute segment of the lesson.
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 Blackboard 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
Placement 10/11/2025 - 28/11/2025
Evaluation form due 5/12/2025 by 2pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
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 a three-week block at the end of the semester. 100% attendance is mandatory. You must adhere to the School of Education's policies and procedures for professional experience at all times.
The first week will comprise of observations, hand-on classroom assistance, moving to planning and teaching segments of lessons.
The second and third week 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: education@uq.edu.au, your UQ facilitator, your supervising teacher and the school placement coordinator. Missed days must be made up and negotiated to the satisfaction of the school. Work is NOT acceptable as a reason for missing a placement 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. 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
1. Satisfactory completion of the 15-day placement 2. A completed Final Report with an overall assessment rating of 'Developing Towards' or 'Developed'. Students who receive an overall assessment rating of 'Not Developed' will be unable to pass the course.Submission guidelines
Submit Evaluation Report via assessment link on Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If there are make-up days to complete due to absence during the professional experience, please advise the course coordinator directly and submit the report once these days have been completed.
Late submission
Late submission of assessment without approved extension will result in a failing grade.
Building a Portfolio
- Hurdle
- Mode
- Product/ Artefact/ Multimedia
- Category
- Notebook/ Logbook, Portfolio, Reflection
- Weight
- Pass/Fail
- Due date
5/12/2025 2:00 pm
- 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.
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.
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).
- 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, 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.
Late submission
Late submission of assessment without approved extension request via myUQ system will result in a failing grade.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| P |
Course grade description: To pass EDUC3605, students must: 1. Pass all assessment tasks. All criteria within each assessment task must be passed in order for the task itself to be considered passed. This includes full completion of the Final Report for the Professional Experience Placement with a 'Developing Towards' rating or higher. 2. Meet the attendance and participation requirements. This course has a participation in and 80% attendance requirement for all face-to-face workshops. You are expected to engage actively with workshop content, including microteaching activities, course readings, and all other aspects of the course. This engagement is essential in developing the professional values and dispositions outlined in the Australian Professional Standards for Teachers. Failure to meet the attendance and engagement requirements may result in a failing grade for the course. |
| F |
Course grade description: A failing grade will be awarded if: - One or more criteria within an assessment task are not successfully met, and/or - The attendance and participation requirements for the course are not fulfilled. Important: Students who commence but do not complete the professional experience placement will automatically receive a failing grade, regardless of performance in other components of the course. |
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Supplementary assessment is not available for some items in this course.
Additional assessment information
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.
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.
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.
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
Library resources are available 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 (28 Jul - 03 Aug) |
Seminar |
Overview of course and professional experience. Introduction to the course and the 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 (04 Aug - 10 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 (11 Aug - 17 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 (18 Aug - 24 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 Readings/Ref: Prof. Experience (Chapter 5) Learning outcomes: L02, L03, L06 |
Week 5 (25 Aug - 31 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 (01 Sep - 07 Sep) |
Workshop |
Workshop Five Teaching strategies including literacy and numeracy development. Micro-teaching activities. Learning outcomes: L02, L03 |
Week 7 (08 Sep - 14 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 |
Week 8 (15 Sep - 21 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 |
Week 9 (22 Sep - 28 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 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 10 (06 Oct - 12 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 |
Week 11 (13 Oct - 19 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. Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (20 Oct - 26 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. Readings/Ref: Prof. Experience (Chapters 8 & 9) Learning outcomes: L01, L02, L03, L05 |
Week 13 (27 Oct - 02 Nov) |
Workshop |
Workshop Twelve Preparation for block professional experience placement Learning outcomes: L01, L02, L03, L04, L05, L07 |
Multiple weeks |
Placement |
Professional Experience Full time supervised practicum in a school setting 10/11/2025 - 28/11/2025 Learning outcomes: 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.
You'll also need to be aware of the following policies and procedures while completing this course: