Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/11/2026)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach Spanish in the secondary school. Pre- service teachers will be provided with opportunity to develop knowledge and understanding of relevant curriculum documents. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Spanish. They will be provided with opportunities to develop the appropriate knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Spanish. Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline-specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
The courseﾠincludes coverage of:ﾠ
- Language acquisition theoretical foundations
- Teaching strategies and activities specific to languages
- The Australian Curriculum: Languages (ACL) and the Queensland senior syllabus
- Unit and lesson planning
- Resources selection and preparation
- Assessment, standards and moderation processes
- Policies, advocacy, motivation
- Professional engagement and responsibilities
Classes focus on how to teach a language. They are not designed to improve students' own TLﾠproficiency. Students are responsible for maintaining and improving their own TLﾠskills throughout the year.ﾠStudents are also expected to use the TL in class whenﾠappropriate to the context/activity/discussion.
NB: Attendance and active contribution in lectures and tutorials is expected, as is engagement with the readings specified and the material provided on Blackboard. A lack of such engagement becomes obvious in the inferior quality of work in assessment tasks, and consequently, in low results. As a professional courtesy, students are expected to advise the course coordinator and tutor of absences.
Course requirements
Assumed background
Sufficient productive and receptive competence, fluency and accuracy in the target language (TL) to use, model and teach the vocabulary, grammar, functions and topics in the Australian Curriculum: Languages and the QCAA senior syllabus.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6720, EDUC6870, EDUC6805
Restrictions
Restricted to students who are eligible to undertake BEd(Sec) dual program Professional Year
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
To develop in pre-service teachers:
- a practical understanding of contemporary theories and approaches to teaching languages;
- skills in devising a variety of language-specific learning activities and resources appropriate to different school contexts;
- an openness to exploring different ideas, materials and strategies;
- a generally flexible approach to teaching languages.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Spanish. (APST 2.1)
LO2.
Demonstrate the ability to apply knowledge of how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities. (APST 1.2, 1.5, 2.1, 3.1)
LO3.
Demonstrate the ability to design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, a range of effective teaching resources, a range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning. (APST 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 5.1)
LO4.
Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in Spanish. (APST 2.5)
LO5.
Demonstrate the ability to respond to feedback, and identify and design discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning. (APST 6.3, 6.4, 7.4)
LO6.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic conventions. (APST 2.1)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation, Product/ Design |
Middle school learning and teaching sequence
|
30% 3,000 words approx. + 15 mins presentation & professional discussion |
17/04/2026 2:00 pm |
| Presentation, Product/ Design, Reflection | Professional engagement and communication | 20% Multimodal presentation 12-15 mins (equivalent 1,000 words approx.) |
19/06/2026 2:00 pm |
| Presentation, Product/ Design |
Senior learning and teaching sequence
|
30% 3,000 words approx. + 15 mins presentation & professional discussion |
9/10/2026 2:00 pm |
| Product/ Design | Assessment design | 20% 1,000 words approx. |
30/10/2026 2:00 pm |
Assessment details
Middle school learning and teaching sequence
- In-person
- Mode
- Oral, Product/ Artefact/ Multimedia, Written
- Category
- Presentation, Product/ Design
- Weight
- 30% 3,000 words approx. + 15 mins presentation & professional discussion
- Due date
17/04/2026 2:00 pm
- Other conditions
- Secure.
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Written section
Develop a Year 7 unit of work and lesson plans (term 2 or later) on an allocated topic based on the content descriptions and achievement standard outlined in the Australian Curriculum: Languages.
Include:
· a four-week unit overview for 12 x 60 minute lessons (approx. two pages) indicating a wide range of teaching strategies and resources, including digital;
· detailed lesson plans for the first two lessons in the unit (approx. two pages per lesson, excluding resources);
Microteaching and professional discussion section
- During a tutorial, present a live 6-7 minutes microteaching segment in which you introduce and model new language from your unit. This will be followed by a 7-8 minute professional discussion with your tutor and fellow students. (Recorded for moderation purposes.)
APST: 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.2
Submission guidelines
Submit the assignment via Blackboard as four documents at most, e.g.one Word document, one PowerPoint, one MP3 file, one MP4 file, but NOT as a PDF.
Deferral or extension
You may be able to apply for an extension.
Discretionary extensions are not available for this task.
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.
Professional engagement and communication
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation, Product/ Design, Reflection
- Weight
- 20% Multimodal presentation 12-15 mins (equivalent 1,000 words approx.)
- Due date
19/06/2026 2:00 pm
- Learning outcomes
- L02, L05, L06
Task description
Having experienced your placement(s) and received feedback from supervising teachers, tutors and lecturers, reflect on your personal professional goals in languages education aimed at improving your teaching and student outcomes.
Submit a pre-recorded multimodal presentation (12-15 minutes) in which you:
- Discuss your understanding of contemporary Languages Pedagogy. Compare and contrast this with (a) what you experienced on placement and (b) how you were taught at school.
- Reference feedback and advice that you received this year and your research into language acquisition.
- Include implications for teaching, effective learning strategies, classroom interventions and practical tips.
- Discuss your languages professional goals for the next two years, based on your learning in this course, experiences during placement, research and feedback received.
- What are your goals and why did you choose them?
- What skills/knowledge need development and how are you going to do this?
- Why is continued professional learning essential for languages teachers and what opportunities are available for you?
- How do you plan to interact with languages professional associations and community representatives to build your professional knowledge and enhance your teaching practices?
- How will this benefit your students?
APST: 1.2, 6.2, 6.3, 6.4, 7.4
Submission guidelines
Submit the assignment via Blackboard as an mp4 file.
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.
Senior learning and teaching sequence
- In-person
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation, Product/ Design
- Weight
- 30% 3,000 words approx. + 15 mins presentation & professional discussion
- Due date
9/10/2026 2:00 pm
- Other conditions
- Secure.
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Written section
Develop a unit of work and lesson plans based on a topic from the current senior syllabus. Include:
· a unit overview for between 8 and 12 x 60-minute lessons (approx. four pages) demonstrating your knowledge of and skill in planning and sequencing content and tasks so that they become increasingly challenging and indicating a wide range of teaching strategies and resources, including digital, spacing and retrieval practice (CC 2.1 – assessed);
· detailed lesson plans for two non-consecutive lessons, but not the first lesson, in the unit (approx. two pages per lesson, excluding resources) demonstrating knowledge of and skill in explicit teaching, modelling and scaffolding practices that support how a student’s brain learns (CC 2.2 – assessed).
Microteaching and professional discussion section
- During a tutorial, present a live 6-7-minute microteaching segment in which you demonstrate your use of a stimulus from the unit. This will be followed by 7-8 minutes professional discussion with your tutor and fellow students. (Recorded for moderation purposes.)
APST: 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.2
Submission guidelines
Submit the assignment via Blackboard as four documents at most, e.g. one Word document, one PowerPoint, one MP3 file, one MP4 file, but NOT as a PDF.
Deferral or extension
You may be able to apply for an extension.
Discretionary extensions are not available for this task.
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.
Assessment design
- Mode
- Written
- Category
- Product/ Design
- Weight
- 20% 1,000 words approx.
- Due date
30/10/2026 2:00 pm
- Learning outcomes
- L03, L06
Task description
1. Develop a summative assessment instrument that would be consistent with QCAA requirements for the topic you used in your senior unit.
2. Include formative tasks that could have been used during the learning phase (your AT3) that would have prepared students for this summative task.
Include indicative ‘top marks’ answers for summative sections that assess comprehension.
APST: 5.1, 5.3
Submission guidelines
Submit the assignment via Blackboard in a Word document.
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.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: No evidence of ability to apply theories and principles of teaching and learning to classroom contexts. No understanding of the role of the syllabus in supporting learning, teaching and assessment. No use of materials to support teaching, learning and assessment in Languages. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited evidence of understanding and application of theories and principles of teaching and learning to Language classroom contexts. Limited understanding of the role of the syllabus in supporting learning, teaching and assessment in Languages demonstrated. Very limited or inappropriate use of materials to support teaching, learning and assessment in Languages. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Superficial or incomplete understanding of theories and principles of teaching and learning and inconsistencies in application to the Language classroom context. Demonstrates limited understanding of the use of syllabus documents to support teaching, learning and assessment in the Language classroom context. Limited understanding of the design of appropriate resources to support teaching, learning and assessment in Languages. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate understanding and application of teaching and learning principles and theories to the Language classroom context. Justifies/evaluates reasoning adequately. Adequate understanding demonstrated of the role of syllabus to support teaching and learning. Demonstrated adequate understanding of the syllabus in design of assessment for Languages. Justifications for reasoning supported by an appropriate selection of academic sources. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Substantial understanding of theories, principles, policy and practice and their implications for teaching and learning in Language contexts. Substantial justifications/evaluations of reasoning supported by a range of resources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Languages. Some errors in communication. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated a good understanding of theories, principles, policy and practice and their implications for teaching and learning in Language contexts. Explicit justifications/evaluations of reasoning supported by a wide range of academic sources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Languages. Fluent, logical and coherent communication with minor errors only. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated a comprehensive understanding of theories, principles, policy and practice and their implications for teaching and learning in Language contexts. Comprehensive justifications/evaluations of reasoning fully supported by a comprehensive range of academic sources. Demonstrated comprehensive understanding of the syllabus in design of assessment, resources and lessons for Languages. Fluent, logical and coherent communication free of errors. |
Additional course grading information
Determining final grades: ﾠEach of the four assessment tasks in the course will be given a grade out of 7. The final grade will be calculated using each assessment task's weighting and result, e.g.
AT1: grade of 6 at 30% weighting
AT2: grade of 5 at 20% weighting
AT3: grade of 6 at 30% weighting
AT4: grade of 6 at 20% weighting
The final grade for this student would be (A1) + (A2) + (A3) + (A4), i.e. (0.3 x 6) + (0.2 x 5) + (0.3 x 6) + (0.2 x 6) = 1.8 + 1 + 1.8 + 1.2 = 5.8
The final grade would be rounded to the nearest whole number; in this case the grade would be 6.
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
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.
SAPD Extension Request
Students who hold a SAP for the current semester may be approved for up to 7 days extension initially, any further extension request(s) will require an explanation and further supporting documentation such as a medical certificate.
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.
Own copy required
You'll need to have your own copy of the following reading resources. We've indicated below if you need a personal copy of the reading materials or your own item.
| Item | Description |
|---|---|
| Book |
The language teacher toolkit
by Smith; Steve; Conti; Gianfranco - 2023 Edition: Second edition Publisher: [S. Smith and G. Conti] ISBN: 9783949651960; 9798223073642 |
Additional learning resources information
Learning materials and resources, etc. are found on the Blackboard Languages Curriculum Studies site that incorporates all languages: EDUC4634/4637/4639/4643/4648/7634/7637/7639/7643/7648
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 (23 Feb - 01 Mar) |
Lecture |
Introduction · Introduction, housekeeping & expectations · Languages National Plan & Strategy · Overview: course content, assessment · School context & mandated Curriculum · Resources · Free LTQ membership Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Lecture 1 tutorial Learning outcomes: L02 |
|
Week 2 (02 Mar - 08 Mar) |
Lecture |
Pedagogy 1 · Compelling, comprehensible input · IRDP, TPR, TPRS & variations in practice · Chunking, circling, recycling · Use of resources · Language teaching; how, what & when Learning outcomes: L01, L02, L06 |
Tutorial |
Lecture 2 tutorial Learning outcomes: L01 |
|
Week 3 (09 Mar - 15 Mar) |
Lecture |
Pedagogy 2 · Self-determination theory: competence, autonomy, relatedness · Motivating/engaging learning activities across the macroskills: Listening/viewing, Speaking, Reading, Writing · Motivation & acquisition balance · Age & level-appropriate TL & activities · Differentiation Learning outcomes: L01, L02 |
Tutorial |
Lecture 3 tutorial Learning outcomes: L01, L03 |
|
Week 4 (16 Mar - 22 Mar) |
Lecture |
Australian curriculum · Australian Curriculum P-10 · Content descriptions & achievement standards · Tasks Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 4 tutorial Learning outcomes: L01, L04 |
|
Week 5 (23 Mar - 29 Mar) |
Lecture |
Pedagogy & unit planning · Unit planning 7-10 Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 5 tutorial Learning outcomes: L01, L04 |
|
Week 6 (30 Mar - 05 Apr) |
Lecture |
Pedagogy & lesson planning · Lesson planning 7-10 · Storytelling, priming, listening, fluency · Grammar in context, scaffolding · Gamifying Learning outcomes: L01, L02, L06 |
Tutorial |
Lecture 6 tutorial Learning outcomes: L03 |
|
Mid-sem break (first semester) (06 Apr - 12 Apr) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 7 (13 Apr - 19 Apr) |
Lecture |
Principles of language teaching P-10 · Basic principles in language teaching across year levels · Language experiences students bring from primary school v Year 7 beginners · CLIL, AIM, IB · Class preparation & management Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 7 tutorial Learning outcomes: L01, L02 |
|
Multiple weeks From Week 8 To Week 12 |
No student involvement (Breaks, information) |
Break for Professional Experience Students will be attending placement during this period for the accompanying placement course. |
Week 13 (25 May - 31 May) |
Lecture |
Use of digital technology # Use of digital technology & AI in language learning and teaching # Use of resources & technology to support pedagogy & language acquisition Learning outcomes: L01, L02, L03, L06 |
Tutorial |
Lecture 9 tutorial Learning outcomes: L02 |
|
Revision week (first semester) (01 Jun - 07 Jun) |
Lecture |
Unit planning, lesson sequencing, and explicit teaching and scaffolding In mini-lecture 1, preservice teachers learn about beginning instruction effectively, the importance of scaffolding, and how independent problem solving imposes high cognitive load for learners new to content or skills. (CC 2.2.2, 2.2.6 – taught). Mini-lecture 2 teaches about brain structure, function, and development, and how memory is processed, stored, and retrieved (CC 2.2.5 – taught). Mini-lecture 3 teaches key principles of Cognitive Load Theory, Retrieval Practice, and Spaced Practice (CC 2.1.2 – taught). Mini-lecture 4 teaches the value and development of worked examples (CC 1.3.3, 2.2.4 – taught), and the need for explicit teaching of subject-specific knowledge and skills that become increasingly complex and independent (CC 2.1.1 – taught). Mini-lecture 5 teaches key features of coherent and deliberate planning (2.1.1 – taught), and how to sequence tasks in lessons (CC 2.1.3 – taught). Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Unit planning, lesson sequencing, and explicit teaching and scaffolding As a tutor-led task following mini-lecture 1, preservice teachers develop learning objectives for lesson sequences and task introductions with well-defined goals (CC 2.2.2 – practised). After mini-lecture 2, preservice teachers engage in a recall task (CC 2.2.5 – practised). After mini-lecture 3, preservice teachers incorporate spacing and retrieval practices into a lesson or sequence (CC 2.1.2 – practised). After mini-lecture 4, preservice teachers observe tutor modelling of subject-specific worked examples, and design shrot tasks for students who are unfamiliar with a curriculum concept (CC 1.3.3, 2.2.4 – practiced). After mini-lecture 5, preservice teachers revisit a task from mini-lecture 1, and design and discuss activities that incorporate spacing and/or retrieval practice (CC 2.1.1, 2.1.3 – practised). Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
O-Week (second semester) (20 Jul - 26 Jul) |
Lecture |
Senior syllabus 1 · Issues arising from practicum · Senior syllabus: Units & topics · Syllabus language elements Learning outcomes: L02, L03, L04, L06 |
Tutorial |
Lecture 10 tutorial Learning outcomes: L02 |
|
Week 14 (27 Jul - 02 Aug) |
Lecture |
Senior syllabus 2 · Mandated assessment · Designing tasks & preparing students for PACT Learning outcomes: L02, L03, L04, L06 |
Tutorial |
Lecture 11 tutorial Learning outcomes: L02, L03 |
|
Week 15 (03 Aug - 09 Aug) |
Lecture |
Exploiting senior texts · Creating, finding and exploiting senior texts · Scaffolding learning, revision and preparation for assessment · Combining Listening/viewing , Speaking, Reading, Writing Learning outcomes: L01, L02, L03, L04, L06 |
Tutorial |
Lecture 12 tutorial Learning outcomes: L02, L03 |
|
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for Professional Experience Students will be attending placement during this period for the accompanying placement course. |
Week 22 (21 Sep - 27 Sep) |
Lecture |
Intercultural language learning · Intercultural language learning · First Nations perspectives in Australia & target language countries · General capabilities & cross-curriculum priorities, esp. literacy & numeracy Learning outcomes: L01, L04, L06 |
Tutorial |
Lecture 13 tutorial Learning outcomes: L01, L02, L03 |
|
Mid-sem break (second semester) (28 Sep - 04 Oct) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 23 (05 Oct - 11 Oct) |
Lecture |
Assessing the macroskills & motivation · Listening/viewing, Speaking, Reading, Writing · Endorsement exercise · Motivation in languages classes Learning outcomes: L03, L06 |
Tutorial |
Lecture 14 tutorial
Learning outcomes: L03 |
|
Week 24 (12 Oct - 18 Oct) |
Lecture |
Grading, feedback & moderation · Rubrics, grading · Feedback · Moderation processes Learning outcomes: L03, L05, L06 |
Tutorial |
Lecture 15 tutorial Learning outcomes: L04, L05 |
|
Week 25 (19 Oct - 25 Oct) |
Lecture |
Professional responsibilities & wellbeing · Professional responsibilities · Using & contributing to professional networks & associations · Using the AFMLTA Professional Standards for accomplished teaching of languages as a career guide · Learning beyond the classroom · Wellbeing – students & teachers Learning outcomes: L01, L03, L06 |
Tutorial |
Lecture 16 tutorial Learning outcomes: L03, L06 |
|
Week 26 (26 Oct - 01 Nov) |
Lecture |
Where is my next learning experience? · How ready am I to teach a language? · What can I easily implement in the future? · How do I survive my first few years as a language teacher? · Where/when is my next professional learning experience? Learning outcomes: L01, L02, L05, L06 |
Tutorial |
Lecture 17 tutorial Learning outcomes: L05, L06 |
Additional learning activity information
NOTE: There are 17 tutorials/year when there are more than 10 students in the class. Otherwise there are 11 tutorials/year. Tutorial content is adjusted accordingly, complementing the lectures and giving students experience in implementing their learning in their target language.
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
- AI for Assessment Guide
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.