Course coordinator
Mrs Geraldine Madden
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- 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 10 days (two 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. A four week module within the course will focus specifically on building preservice teachers' health knowledge, and engages with such topics as child protection, community partnerships in health, students' mental health and wellbeing, and maintaining teachers' own health and wellbeing. There will also be a focus on the development of critical skills for both the observation and planning of lessons, and segments of lessons. Students will be required to critically reflect on their personal teaching philosophy after their first professional experience. This course is developmental and links to EDUC7615 and EDUC7625, providing a basis for these subsequent courses by demonstrating the importance of creativity and initiative in teaching. The course will also build on and apply knowledge developed across the first year of the Master of Teaching (Secondary) program.
As this course contains 10 days(two-week block)of professional experience component in a school, students are required to have a valid Blue Card for the duration of the placement.
This is the first of three in the suite of professional courses in the Master of Teaching (Secondary) program. ﾠBecoming a teacher is a complex process requiring development and personal growth in a wide range of skills. Micro teaching activities are a requirement of this course so participation in these during the workshops is necessary.ﾠThe practicum or school placement provides the essential conduit for the students to develop through observation of practitioners and begin to demonstrate their own skills in teaching-based activities such as lesson planning and resource development. This course is developmental and builds on theory from earlier courses. This course will form the basis of school based experiences to follow in subsequent school placements in the second year of the Master of Teaching (Secondary) program. The implementation of theory into practice can beﾠobserved and trialled. Though the workshops students will begin to develop an appreciation for the importance of communication in a school context, learn observation skills and debrief and reflect uponﾠobserved practice. The block placement will then provide an opportunity to trial their own practice and learnings. This school based experience provides opportunity for students to begin to address theﾠ Australian Professional Standards for Teachers at graduate level.ﾠ
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Successful completion or concurrent enrolment in 8 units MTeach(Secondary) courses (including EDUC7602) and a Blue Card.
Restrictions
Restricted to the Master of Teaching (Secondary) program students
Course contact
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
11 x 2 hour on-campus workshops - compulsory attendance for each workshop - overall 80% attendance at workshops to pass the course
Professional experience component - a 10 day block in schools (Weeks 10 & 11 of Semester)
ﾠ
ﾠ
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.
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.
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.
LO5.
Demonstrate knowledge of relevant codes of practices and critical reflection on the technical and communication skills required to interact effectively with students, care givers and fellow professionals in an educational environment.
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.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique |
Critical reflection essay
|
Pass/Fail 1500 words |
6/09/2024 2:00 pm |
| Placement |
Supervised professional experience placement
|
Pass/Fail |
30/09/2024 - 11/10/2024
Evaluation Form to be uploaded by Friday 18th October 2:00pm |
| Notebook/ Logbook, Portfolio, Reflection |
Building a portfolio
|
Pass/Fail 3000 words |
18/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Critical reflection essay
- Hurdle
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- Pass/Fail 1500 words
- Due date
6/09/2024 2:00 pm
- Learning outcomes
- L02, L04
Task description
After completing the four-week module that focused on the student health and wellbeing work that teachers conduct in schools, you are to write a critical reflection essay around a topic of interest covered in this module. Your essay should be 1500 words and will cover a topic within the following area or areas:
Child protection
· Curriculum approaches to support child protection strategies
· Impact of child protection policies on teachers’ health and wellbeing
· Exploring the boundaries between caring teaching and child welfare
Community partnerships for health and wellbeing
· Empowering parents to support young people’s wellbeing
· Working with external providers effectively to promote student health and wellbeing
· Teachers’ work as boundary spanners in the provision of school health and welfare services
Students’ mental health and wellbeing
· Teachers’ role in modelling positive health and wellbeing for students
· School resources that support students positive health and wellbeing
· Effective policy landscape for the promotion of student health and wellbeing
Your essay should critically reflect on how the chosen topic has contributed to building your professional knowledge as a preservice teacher.
In writing your critical reflection you should refer to content covered in the module, relevant academic literature, the Australian Professional Standards for Graduate teachers (in particular standards 4.4, 7.1 and 7.2) and where possible, your observations and experiences during your placement.
APST 4.4, 7.1, 7.2
Hurdle requirements
All assessment items, including all criteria within each item, must be passed to achieve an overall pass for the course.Submission guidelines
Submission via Turnitin 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.
Supervised professional experience placement
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
30/09/2024 - 11/10/2024
Evaluation Form to be uploaded by Friday 18th October 2:00pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Two week block (10 days) - Monday 30th September to Friday 11th October. (Note: Monday 7th October - Public Holiday)
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 two week block in Weeks 10 & 11 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 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 a day.
Throughout the semester you will be required to attend on-campus workshops to prepare you for your prac. 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 10 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 (must be uploaded by Friday 18th October, 2pm). 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 placement must be passed to pass the course overall.Submission guidelines
Submit Evaluation Report via assessment 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.
Building a portfolio
- Hurdle
- Mode
- Product/ Artefact/ Multimedia
- Category
- Notebook/ Logbook, Portfolio, Reflection
- Weight
- Pass/Fail 3000 words
- Due date
18/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
From your ten-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 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 assessment 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 EDUC7605, students must pass each assessment task. All criteria in each assessment task must also be passed. AND Met the requirements of participation in and 80% attendance at workshops. This course has an 80% attendance and participation requirement to pass the 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 requirements 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 the 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 refers to your engagement in ways that reflect the development of elements of appropriate values and dispositions for teaching as described in the Australian Professional Standards for Teachers. |
| 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 EDUC7605, 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.
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Additional assessment information
The following applies to all assessments in this course:
Use of generative AI to support or inform assessment
These tasks have 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.ﾠ
Late submission:ﾠlate submission of assessment without prior approval of the course coordinator and in the format per the School of Education requirements will result in a failing grade.
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.
Additional learning resources information
There may also be a study guide provided on Blackboard for students. The study guide will provide activities relating to Workshops 1-5 and professional experience information.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
An introduction to being a teacher & school life Role of a teacher; Qualities of a good teacher; Standards; Code of Ethics. Legislative, school and employing authority requirements, and ethical principles and practices in the teaching and learning process; The school environment (who are the various stakeholders?) An introduction to classroom observation skills. Preparing for school visits (part 1) School visit protocols. How to work effectively with supervising teachers and respond appropriately to feedback designed to improve teaching practices. Introduction to Micro-Teaching Activity. Read/Ref: Chapter 1, 2 & 3 APST: 3.5, 4.1, 7.1, 7.2 Learning outcomes: L01, L05 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
Know students and how they learn : Understanding the physical, social and intellectual development and characteristics of students and how these may affect learning and the implications for teaching. Preparing for school visits (part 2): Micro-teaching activities. Read/Ref: Chapter 4, 6, 7, 10 APST: 1.3, 1.4, 1.5, 1.6, 4.1, 7.1, 7.2 Learning outcomes: L01, L02, L03 |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Teacher and student health and wellbeing Four week module taught by HMNS on pre-service teachers health knowledge (e.g. child protection, community partnerships in health, students mental health and wellbeing, maintaining teachers own health and well-being). APST: 4.4, 7.1, 7.2 Learning outcomes: L02, L04 |
Week 4 (12 Aug - 18 Aug) |
Workshop |
Teacher and student health and wellbeing Four week module taught by HMNS on pre-service teachers health knowledge (e.g. child protection, community partnerships in health, students mental health and wellbeing, maintaining teachers own health and well-being) Show Holiday 14th August APST: 4.4, 7.1, 7.2 Learning outcomes: L02, L04 |
Week 5 (19 Aug - 25 Aug) |
Workshop |
Teacher and student health and wellbeing Four week module taught by HMNS on pre-service teachers health knowledge (e.g. child protection, community partnerships in health, students mental health and wellbeing, maintaining teachers own health and well-being). APST: 4.4, 7.1, 7.2 Learning outcomes: L02, L04 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Teacher and student health and wellbeing Four week module taught by HMNS on pre-service teachers health knowledge (e.g. child protection, community partnerships in health, students mental health and wellbeing, maintaining teachers own health and well-being). APST: 4.4, 7.1, 7.2 Learning outcomes: L02, L04 |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Plan for & implement effective teaching & learning An introduction to planning. Setting learning goals and objectives for student learning making links within curriculum requirements and knowledge of how students learn. Reflecting on prac experiences; Communication within a school community; Understanding the school environment and being a teacher. Micro-teaching activities. Readings/Ref: 1 (Chapter 5); APST: 2.1 - 2.6, 3.1 - 3.7 Learning outcomes: L01, L02, L03, L04, L06 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Introduction to Classroom Org. & Behav. Manag. 1 Classroom organisation - routines and strategies. Practical approaches to manage challenging behaviour. Revisiting lesson planning and prac expectations.. Micro-teaching activities. Readings/Ref: 1 (Chapter 8); APST: 1.1,1.2, 3.5, 4.1, 4.3, 7.1, 7.2 Learning outcomes: L01, L02, L03, L04, L06 |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Introduction to Classroom Org. & Behav. Manag. 2 Classroom organisation - routines and strategies. Practical approaches to manage challenging behaviour. Revisiting lesson planning and prac expectations.. Micro-teaching activities. Readings/Ref: 1 (Chapter 8); APST: 1.1,1.2, 3.5, 4.1, 4.3, 7.1, 7.2 Learning outcomes: L01, L02, L03, L04, L06 |
Week 10 (30 Sep - 06 Oct) |
Practical |
Professional experience 10 day block in schools Observations, hands-on classroom assistance, planning and teaching segments of lessons and full lessons. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 11 (07 Oct - 13 Oct) |
Practical |
Professional experience 10 day block in schools Observations, hands-on classroom assistance, planning and teaching segments of lessons and full lessons. Public Holiday 7th October Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 12 (14 Oct - 20 Oct) |
Workshop |
Plan for & implement effective teaching & learning Reflection on professional experience (part 1). Reflection on Lesson planning. Teaching strategies for learning activities and physical layout of learning space. Strategies for developing literacy and numeracy skills. Micro-teaching activities Read/Ref: Chapter 5 APST: 3.1 - 3.7 Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 13 (21 Oct - 27 Oct) |
Workshop |
Where to from here?; Professional learning Reflection on the professional experience (part 2). 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 Read/Ref: Chapter 9 APST: 1-7 Learning outcomes: L01, L02, L03, L04, L05, L06 |
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: