| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Collaborative Partnerships |
| Unit ID: | EDBED2112 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED1013 and EDBED1014) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070113 |
| Other Change: | |
| Brief description of the Unit |
Collaborative Partnerships builds on the attitudes, beliefs and practices developed previously in the core units. PSTs are required to work collaboratively with peers, practicing educators, students and lecturers. PSTs will refine the skills and attitudes needed to create and maintain an inclusive environment. PSTs will develop planning and curriculum knowledge along with a range of communication skills through creating, reviewing, revising and implementing an inclusive project that addresses point-of-need learning opportunities. A focus of the unit will be on pedagogical approaches that meet and support students' needs. The project will be developed in conjunction with an in-school mentors. To complete this unit, all PSTs are required to have a Working with Children Check. As a part of this unit, all PSTs will undertake a 5-day non-assessed Cooperative Experiential Learning (CEL) placement in a school setting. The focus on this placement will be on the collaborative partnerships and relationships that are built as part of the teaching and learning cycle. A reflexive element of the unit will engage PSTs to critically evaluate their participation and implementation of the project. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - 5 days |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe how to adapt curriculum to ensure its accessibility to all |
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| K2. | Identify collaborative and consultative processes in working professionally with staff and students |
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| K3. | Examine how to provide effective feedback for peers and learners |
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| Skills: |
| S1. | Plan and justify a range of ways to respond to individual needs of students |
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| S2. | Critically reflect on all aspects of collaboration; planning for teaching and learning |
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| S3. | Build skills to articulate and interact professionally with educators and students. |
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| Application of knowledge and skills: |
| A1. | Evaluate and improve teaching plans for a range of needs and abilities in the classroom through using various approaches and delivery methods |
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| A2. | Plan and structure learning programs incorporating a range of teaching strategies |
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| A3. | Critically reflect on ability to engage with peers and colleagues to improve practice and identify growth and learning. |
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| Unit Content: |
Topics to be covered
• A range of teaching strategies that support planning and implementing effective lessons. These include Differentiation, Universal Design for Learning and Personalised Learning.
• Curriculum development in connection to development of project and student learning
• Professional attitudes, interaction and engagement
• Community links through delivery of programs and interaction during planned activities. Providing feedback for a range of people such as peers and learners
• Collaborative learning elements for a range of professional groupings Collaborative learning elements as a teaching tool for using in practice |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, S1, S2, A3 | Hurdle Task Critical reflection on attitudes, assumptions and expectations of children with additional needs that compares and contrasts initial thoughts against experience in schools. Focus on how interactions, discussions and observations changed thought processes and preconceptions. | Critical Reflection | S/U | | 2. | K1, K2, S1, A1, A3 | Collaborative teamwork project: students work together to plan, design and deliver a group of activities that meet a point-of-need for students in a partnership school. An extended project that includes explanation of inclusive teaching strategies, peer evaluation and individual reflection to improve programs. | Collaborative Applied Task | 40-60% | | 3. | K1, K3, S1, S3, A1, A2 | Reflexive journal from teamwork project: participation, implementation and critical reflection on practice. | Differentiated Task | 40% - 60% |
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