| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Transition to the Profession 1 |
| Unit ID: | EDBED2114 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED1008 or EDBED1016 or EDDDE1001) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDECE1016) |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces Pre-Service Teachers (PSTs) to the individual and collective understandings of the education professional and prepares them for their first professional experience placement. It frames learning within the context of developing practices and knowledge associated with becoming an active and engaged professional teacher. Verbal and non-verbal communication strategies to support student learning and engagement are examined. Effective communication strategies to work effectively with the professional learning community and parents/carers are considered. Drawing on the relevant legislative policies, PSTs consider their ethical responsibility to students and describe strategies that support student safety in educational settings. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| 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. | Investigate a range of current communication theories for teaching |
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| K2. | Identify verbal and non-verbal communication strategies that support student engagement |
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| K3. | Explore types of data that can be used to assess student learning and strategies to communicate feedback to students and parents/carers |
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| K4. | Examine a range of legal and ethical issues relevant to the teaching profession |
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| K5. | List the mandatory reporting requirements associated with teaching |
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| K6. | Identify strategies to maintain student wellbeing and safety in educational contexts |
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| K7. | Understand constructive feedback principles used in the profession |
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| K8. | Explore the APST and the purpose of these in the profession to identify professional learning needs. |
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| Skills: |
| S1. | Examine a range of verbal and non-verbal communication strategies to enhance teaching and learning |
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| S2. | Articulate understandings of the legal, code of conduct and ethical responsibilities associated with teaching |
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| S3. | Explain mandatory reporting requirements associated with teaching |
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| S4. | Utilise constructive feedback principles to improve teaching practice |
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| S5. | Identify strategies to provide constructive feedback to enhance student learning and inform parents/carers |
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| Application of knowledge and skills: |
| A1. | Identify two communicative events that could be enhanced and develop a plan of action |
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| A2. | Select two types of data that are used to enhance teaching and learning in the classroom, and make connections to communication strategies to provide feedback to students and their parents/carers. |
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| A3. | Examine a case study of an ethical, code of conduct or safety scenario and provide resolutions articulating how legislative requirements are met. |
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| Unit Content: |
Topics to be covered:
• Dynamic communication models applicable to teaching and learning, including the transactional model
• Verbal and non-verbal communication strategies to support student learning and engagement in the classroom
• Communication strategies to involve parents/carers in the educative process
• Teaching and learning as a communication process
• Introduction to using a range of data to inform teaching and learning
• Becoming a teacher (Introduction to the profession)
• Readiness for the professional experience placement
• Introduction to legislative requirements, ethics, codes of conduct and mandatory reporting
• Strategies to maintain student wellbeing and safety in educational contexts
• Constructive feedback principles using the transactional process model
• Professional experience placement requirements
• APST and their role in the profession. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K7, S1, S4, S5, A1 | Using a scenario of student learning in the classroom, identify and describe the communication strategies used by the participants in the scenario. Identify two communicative events that could be enhanced and develop a written plan of action. | Written e-portfolio | 30-40% | | 2. | K1, K2, K3, K7, K8, S4, S5, A2 | Select two types of data that are used to assess student learning. Make connections to the communication strategies that could be used by the teacher to discuss the data with the student and parents/carers. | Written Report - e-portfolio | 40-50% | | 3. | K4, K5, K6, K8, S2, S3, A1, A3 | Examine a case study of an ethical, code of conduct or safety scenario. Consult the relevant legislative documents and prepare a presentation about the scenario, and resolutions articulating how legislative requirements are met. | Digital presentation e-portfolio | 20-30% |
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