Overview
In this unit, you will engage with the school community and key stakeholders in education in a productive way to achieve optimal personal, social and academic outcomes during a twenty five day placement in a secondary school. You will examine and critique theory and skills for effective communication, negotiation, and conflict resolution as applicable to learning environments and teacher-student interactions. The ethical tensions that arise in learning environments and ways of dealing with these dilemmas is also covered. The unit also involves focused observation of learning environments, design and implementation of pedagogical strategies, and evaluation of learning outcomes. Pre-service teachers analyse the nexus between teacher pedagogy and teacher-student dialogue in order to engage students in thinking that involves extension, refinement and meaningful use of knowledge. You will be required to apply knowledge learnt in discipline courses to design and implement learning experiences cognisant of student prior knowledge. You must pass all assessment tasks to pass this unit.
Details
Pre-requisites or Co-requisites
Prerequisite:- EDFE12043 and EDSE12021 Only students enrolled in CC13 are permitted to enrol in this unit Students must have completed all Discipline Teaching Area units within each of their two selected Minors.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Evaluation
Session to be conducted prior to placement dates
Conduct a session with students prior to placement commencement.
- Apply effective communication skills to engage with key stakeholders in the school community
- Design and implement learning experiences for individuals and groups that are engaging and challenging
- Assess and report constructively on student learning
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 0% | |||||
| 2 - Professional Practice Placement - 0% | |||||
| 3 - Portfolio - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - First Nations Knowledges | |||||
| 11 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
e.killion@cqu.edu.au
Week 1
Begin Date: 04 Nov 2024Module/Topic
Topic 1 - Teachers as Professionals
Chapter
Events and Submissions/Topic
Week 2
Begin Date: 11 Nov 2024Module/Topic
Topic 2 - Philosophical, ethical and legal underpinnings of ethical decision-making
Chapter
Events and Submissions/Topic
Week 3
Begin Date: 18 Nov 2024Module/Topic
Topic 3 - Conflict and interpersonal communication
Chapter
Events and Submissions/Topic
Week 4
Begin Date: 25 Nov 2024Module/Topic
Topic 4 - Negotiation and conflict resolution
Chapter
Events and Submissions/Topic
Week 5
Begin Date: 02 Dec 2024Module/Topic
Topic 5 - Building Relationships to enhance collaboration with parents and the broader community
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 09 Dec 2024Module/Topic
Topic 6 - Preparing for Professional Experience: Teaching in Senior Secondary
Chapter
Events and Submissions/Topic
Important note about the structure of this unit:
Please note that the content of Term 3 units is delivered in various ways (some in intensive mode over the first 6 weeks of the Term). Each unit’s timetable was created to deliver its unique content best and prepare you to complete assessment tasks effectively, as well as allow some ‘downtime’ prior to the commencement of the placement for Professional Placement 3 and the commencement of university Term 1 2025.
To allow this to happen, online Zoom Tutorial sessions will be conducted over 6 weeks straight (Weeks 1-6).
Due to the nature of a diverse unit delivery, it is important that you organise your personal diary in order for you to keep up and realise that you should double the usual time allocation to a unit during the intensive mode period for those units.
Please take a look at the Moodle site for each unit for more information.
1 Written Assessment
Standard 7 of the Australian Professional Standards for Teachers identifies four Focus Areas that need to be demonstrated when engaging professionally with colleagues, parents/carers and the community:
APST 7.1 Meet professional ethics and responsibilities - Understand and apply key principles described in codes of ethics and conduct for the teaching profession
APST 7.2 Comply with legislative, administrative and organisational requirements - Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage
APST 7.3 Engage with the parents/carers - Understand strategies for working effectively, sensitively and confidentially with parents/carers
APST 7.4 Engage with professional teaching networks and broader communities - Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice
Your task is to prepare a 2000 word (maximum) reflective statement (500 words per Focus Area listed above) about what you perceive to be the key skills you require to enact and demonstrate this standard.
For each component of this Standard, complete the following:
- Create a professional reflective statement about what you believe the standard means to your professional practice.
- If you are able to, identify a number of key examples of how you have addressed this so far in your professional practice within your pre-service teacher education course. If you have not been able to engage with this Standard so far within your course, outline what you could do within your upcoming placement to ensure you engage with aspects of this Standard.
- Outline how your teaching practice to date has achieved impact on student learning and achievement. That is, how do these examples you have provided, evidence how you have demonstrated or will demonstrate impact on student learning?
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Word count for this assignment: 2000 words maximum (500 words per focus area)
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows:
• Gen AI content is used to generate ideas and general structures.
Week 6 Friday (13 Dec 2024) 11:45 pm AEST
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next assessment task
- Understand and apply key principles described in codes of ethics and conduct for the teaching profession (APST 7.1)
- Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage (APST 7.2)
- Understand strategies for working effectively, sensitively and confidentially with parents/carers (APST 7.3)
- Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice (APST 7.4)
- Professional levels of personal literacy
- Apply effective communication skills to engage with key stakeholders in the school community
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
2 Professional Practice Placement
Part A: Mandatory pre-placement requirement
The university’s Work Integrated Learning Policy and Procedure requires all students to complete a Student Placement Declaration and Confidentiality Agreement on an annual basis. The Agreement outlines expectations for your participation in this unit and for the appropriate conduct of students when representing the university in professional workplaces. The form requires your acknowledgement of these expectations.
You are required to complete the 2025 Agreement prior to Census Date for this unit. You will access the electronic agreement called “Student Placement Declaration and Confidentiality Agreement” under the Forms tab in Sonia. You should respond to all statements and submit the form by the due date as outlined in SONIA. Failure to submit the form by the due date may result in cancellation of your enrolment in this unit.
You will be able to save a copy of the completed form to your desktop by clicking on the printer icon at the top of the form and selecting “Save as pdf”. A copy of the completed form should be uploaded to the Moodle site for EDFE13033 Professional Practice 3 (Secondary) through the link for submission of Assessment Task 2.
Part B: Placement
Undertake a supervised professional experience placement in a secondary school setting and complete all tasks outlined in the Professional Practice 3 (Secondary) Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
The placement is structured as:
- Attendance at the Student Free Days at the beginning of the school year are optional at the discretion of the Site Coordinator/Supervising Teacher only
- 5 week (25 day) continuous block commencing at the beginning of the school year
The placement will be organised and supervised by the relevant University Professional Practice staff member on each campus.
During the block placement, pre-service teachers are expected to build on their level of engagement in the day-to-day organisation and management of teaching and learning.
There are weekly on-line tutorials conducted during weeks 1 – 6. Attendance is required at 80% of the scheduled classes or review of the recorded sessions. Failure to attend or engage with the recorded sessions may result in the discontinuation onto the block placement component of this unit.
An up-to-date working portfolio must be maintained throughout the placement to record all planning, teaching, assessment, evaluation and reflection undertaken.
Daily critical reflection will be framed by a series of self-devised questions that examine the nature of ethical practice in diverse educational settings and that identify direct links to the Australian Professional Standards for Teachers (Graduate Career Stage).
Assessment for this task will be completed by supervising teachers using the formats for reporting included in the Professional Practice 3 (Secondary) Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
Full details of specific tasks for this placement are outlined in the Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
As per the approved Professional Practice Calendar
The Final Summative Report will be made available to the student once signed by the Supervising Teacher and University Coordinator
As per the Professional Practice 3 (Secondary) Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
- Apply effective communication skills to engage with key stakeholders in the school community
- Design and implement learning experiences for individuals and groups that are engaging and challenging
- Assess and report constructively on student learning
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
3 Portfolio
The Portfolio requires you to select evidence from tasks completed during this professional experience (Professional Practice 3) that align with Standard 7 of the Australian Professional Standards for Teachers:
APST 7.1 Meet professional ethics and responsibilities - Understand and apply key principles described in codes of ethics and conduct for the teaching profession
APST 7.2 Comply with legislative, administrative and organisational requirements - Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage
APST 7.3 Engage with the parents/carers - Understand strategies for working effectively, sensitively and confidentially with parents/carers
APST 7.4 Engage with professional teaching networks and broader communities - Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice
This task is to be presented as one word document with at least one quality artefact per focus area listed above embedded within the document (ie. no appendices or additional files are to be uploaded) followed by a short statement (no more than 100 words) which shows how the chosen artefact/s illustrate your role and responsibility as a teacher in engaging professionally with colleagues, parents/carers and the community.
You may draw on your reflective statement for Assessment Task 1 for this unit to discuss how you have now demonstrated evidence of meeting this Standard during your professional experience. Your statement must include evidence of how these artefacts provide evidence of how you have demonstrated impact on student learning.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows:
• Gen AI content is used to generate ideas and general structures.
7th March 2025 11.59pm
Feedback on this assessment task will be provided following moderation and prior to the date of certification of grades for the term
- Ability to select and organise evidence with explicit links to the professional standards
- Professional levels of personal literacy
- Ability to upload and organise information in the ePortfolio
- Reflect critically on professional practice to develop a personal philosophy of teaching and learning
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
