Outline

Overview

This unit focuses on elective Years 9-12 PDHPE courses. The three focus areas are: the transition from a pre-service teacher to a graduate teacher, a practical examination of the current Stage 5 and 6 Elective courses (NESA), and an introduction to Action Research methodology as preparation for the Internship in Semester 2.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	168 credit points including EDSE4052, EDHP4001 and EDHP4002 and either (EDLN2000 or EDLN4000)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Louisa Peralta, louisa.peralta@sydney.edu.au
Lecturer(s)	Claire Marvell, claire.marvell@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Element 3, 4 and 5 (TPA) - Analysing Teaching Practice Programming: TPA Elements 3, 4 and 5	25%	Formal exam period Due date: 11 Nov 2024 at 23:59	750-words
Outcomes assessed:
Presentation	Teaching Masterclass - seminar and teaching plan Teaching Masterclass - seminar and teaching plan	30%	Multiple weeks	1000-word equivalent
Outcomes assessed:
Small continuous assessment	Assessment for Graduate Teachers (TPA) - Final Submission of Elements Teaching Performance Assessment.	30%	Ongoing Due date: 01 Dec 2024 at 23:59	2000-words
Outcomes assessed:
Placement	Internship Placement Internship Placement	0%	Ongoing	35 days (plus adjustments)
Outcomes assessed:
Assignment	Element 1 and 2 (TPA) - Planning for Teaching and Learning Programming: Developing a learning sequence for a specific context.	15%	Week 13 Due date: 31 Oct 2024 at 23:59	750-words
Outcomes assessed:
= hurdle task ?

Assessment summary

Seminar presentation:

Students will be required to research, plan and implement a 30-minute teaching session based on one of the following courses (NESA):

Content Endorsed - PASS, Child Studies (Stage 5), and SLR, Exploring Early Childhood (Stage 6)
Students will be given a course and an area of study from the relevant syllabus, and you must plan a lesson of 30-minutes which you will “teach” to your peers (scheduled across weeks 4 - 6).

The session will run for a total of 40 mins and should be split between ‘30 mins of teaching’ and ‘10 mins of presenting’ ie you should introduce, set up and run the main activities (teaching) but also step out of teacher mode and present the purpose, intent and value of your activities

The task is in 2 parts:

1. The presentation/lesson delivery in seminar time
2. The written component - a handout (teaching plan) that you will provide for your peers AND uploaded to CANVAS with an evaluation after you have delivered your lesson (300 words).

GTS assessed through this task are: 1.2.1,1.5.1, 2.1.1, 2.2.1, 3.3.1, 3.4.1, 3.5.1, 4.1.1, 4.2.1, 4.3.1, 6.1.1, 6.2.1, 6.3.1, 7.1.1, 7.2.1 and 7.4.1.

Programming: Element 1 and 2 (TPA) - Planning for Teaching and Learning

In this Element, the focus is on the pre-service teacher’s capacity to understand the context of their placement and their planning for student learning in relation to the specific goal/s of the sequence of lessons, and the ways in which they will judge their impact on student learning.

GTS assessed through this task are: 1.1.1, 1.2.1, 1.3.1, 1.5.1, 2.1.1, 2.2,1 2.3.1, 3.1.1, 3.2.1, 3.4.1, 4.1.1, 4.5.1, 5.1.1, 5.2.1, 5.3.1 and 5.4.1.

Element 2 (TPA) - Analysing Teaching Practice

In this Element, the focus is on the pre-service teacher’s capacity to understand the implications of pedagogical practice on student learning and to demonstrate that they meet the APSGTs that relate to pedagogical practice. PSTs will gather data (via video, mentor, student, and peer (if available) feedback), on two Key Pedagogical Segments (KPSs).

GTS assessed through this task are: 1.2.1, 3.1.1, 3.3.1, 3.5.1, 3.6.1, 4.2.1, 4.4.1 and 6.3.1.

Programming Element 3, 4 and 5 (TPA) - Assessing for Impact on Student Learning

In this Element, the focus is on the pre-service teacher’s capacity to analyse the implementation of a targeted summative assessment task and determine the extent to which all students in the class have been able to achieve the overarching learning goals of the sequence of lessons.

GTS assessed through this task are: 1.2.1, 1.5.1, 5.1.1, 5.2.1, 5.3.1, 5.4.1 and 5.5.1.

Internship Placement

Students must complete 35 days (plus adjustments)of their Final Professional Experience (Internship) in a Secondary School and will be placed by the Office of Professional Experience at the SSESW. This placement will be scheduled at the end of semester and will focus on developing pedagogical skills in both PDHPE (20 days) and their second teaching subject area (15 days).

GTS assessed through this task are: All APSGTs.

Teaching Performance Assessment including Situational Judgments - Date to be confirmed

Students will complete an online assessment (Element 4) in which the focus is on the pre-service teacher’s capacity to make situational judgments about typical circumstances that they may encounter during their teaching career, but which have not previously been assessed elsewhere in Elements 1 to 3.

Students will submit the fully completed TPA.

GTS assessed through this task are: 1.4.1, 1.6.1, 2.4.1 and 4.3.1.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

A detailed marking criteria for each task will be available on CANVAS.

Assessment policies

All activities and assessments in this unit of study occur in conformity with the policies of the Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences as outlined in the Faculty and School canvas sites. Please refer to these sites for matters such as:

• Marking and Grading

• Questioning a Mark

• Submitting an Assignment

• Exams

• Seeking an Extension

• Penalties for Late Submission of Work

• Word Limit Penalties

• Plagiarism and Academic Integrity

• Use of Similarity Detection Software

• Seeking Special Consideration

• Seeking a Leave of Absence

• Student Appeals Process

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following canvas site: https://canvas.sydney.edu.au/courses/13426

The University has adopted severe but fair procedures for dealing with plagiarism. It is imperative that students understand what constitutes plagiarism. The threat of being accused of plagiarism is generally relieved by expert referencing of your assignments. If you are unsure on how to reference well, please refer to the following Canvas site: https://canvas.sydney.edu.au/courses/13426

Unless otherwise stated in the unit of study outline, word-limit penalties may be applied.

Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney School of Education and Social Work requires the style guide of the American Psychological Association (APA) to be used for citation and referencing purposes. The library’s Complete Guide to APA 6th style is a comprehensive, self-contained document that should be consulted. Incorrect use of the required style, or the use of another style unless specifically allowed, is likely to result in diminished assessment grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per policy

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Formal exam period	Mid-Internship Meeting (TPA Support)	Workshop (2 hr)
Ongoing	Mid-Internship Meeting (TPA Support)	Workshop (2 hr)
Week 01	Unit and assessment overview - preparing for the initial years of teaching	Lecture and tutorial (3 hr)
Week 02	Overview of stages 5 and 6 elective courses (NESA). Stage 5 Elective Course: Physical Activity and Sports Studies (PASS) AND Stage 6 Elective Course: Sport, Lifestyle and Recreation (SLR). Stage 5 Elective Course: Child Studies AND Stage 6 Elective Course: Exploring Early Childhood (EEC)	Lecture and tutorial (3 hr)
Week 03	Designing and implementing effective assessments within PDHPE.	Lecture and tutorial (3 hr)
Week 04	Classroom management principles and practices	Lecture and tutorial (3 hr)
Week 05	Task 1 Teaching Masterclass	Presentation (3 hr)
Week 06	Task 1 Teaching Masterclass	Presentation (3 hr)
Week 07	Preparation for the AfGT	Lecture and tutorial (3 hr)
Week 08	Preparation for Internship and AfGT support	Lecture and tutorial (3 hr)
Week 09	Element 2 Preparation - AfGT	Independent study (3 hr)
Week 12	Mid-Internship Meeting (TPA Support)	Workshop (2 hr)
Week 12	Element 3, 4 and 5 Preparation - AfGT	Independent study (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Syllabus Documents: (Essential)

Board of Studies NSW. (2007). Exploring Early Childhood syllabus. Sydney: Author.

Board of Studies NSW. (2007). Sport Lifestyle and Recreation Studies Syllabus. Sydney: Author.

NSW Education Standards Authority (2019). Child Studies Years 7-10 Syllabus. Sydney, Australia: Author.

NSW Education Standards Authority (2019). Physical Activity and Sports Studies 7-10 Syllabus. Sydney, Australia: Author.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Examine the policies, processes and practices for navigating the transition from Preservice Teacher to Graduate Teacher to New Scheme Teacher which will support and assist their preparation for employment. (6.1.1, 6.2.1, 7.1.1, 7.2.1, 7.4.1)
LO2. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of PDHPE and organise content into an effective learning and teaching sequence and include a range of teaching strategies and resources including ICT that engage students in their learning. (2.1.1, 2.2.1, 3.3.1, 3.4.1, 7.1.1, 7.2.1).
LO3. Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities and identify strategies to support inclusive student participation and engagement in classroom activities. (1.5.1, 3.5.1, 4.1.1, 7.1.1, 7.2.1).
LO4. Demonstrate the capacity to organize classroom activities and provide clear directions. (3.5.1, 4.2.1)
LO5. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching by contributing to discussions about teaching practice to a professional community of teachers through active and constructive peer feedback. (1.2.1, 6.2.1, 6.3.1)
LO6. Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. (6.1.1, 6.4.1)
LO7. Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. (7.4.1)
LO8. Conduct a situational analysis of a specific educational environment within which the AfGT can be completed, and analyse student data with reference to relevant theories, literature and/or policies. (6.1, 6.2, 6.4, 7.4)
LO9. Demonstrate the capacity to critically reflect on the AfGT data and discuss the implications of these findings for their own teaching and learning practices. (6.1, 6.2, 6.3, 6.4)
LO10. Demonstrate achievement of all graduate teacher standards during the Internship Placement. (All)

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Additional information

More information related to this unit will be provided via CANVAS.

Additional costs

There are no additional costs for this unit.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

There are no specific WHS requirements for this unit.

Disclaimer

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EDHP4005: Professional Practice for HPE 3

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

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Assessment summary

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Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

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Study commitment

Required readings

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Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

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