| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Transition to the Profession 3 |
| Unit ID: | EDCEL4114 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBED4114 and EEZED4721) |
| ASCED: | 070199 |
| Other Change: | |
| Brief description of the Unit |
This unit contains the final professional experience in the Bachelor of Education in which students complete 30 days (or as required for the course) in the education setting specified below for their particular course. PSTs are required to complete the expectations outlined in Professional Experience Assessment Report (Form A).Assessment of PST achievement against all Australian Professional Standards for Teachers is undertaken at the completion of the placement by the Mentor Teacher.Students will record reflections on their learning by completing the reflective Self-Evaluation Report (Form C). This will support the deep reflective collegiate discussion with their school-based Mentor Teacher in the education setting in which the placement occurs (as indicated below). Education SettingBachelor of Education (Early Childhood and Primary): PrimaryBachelor of Education (Primary): PrimaryBachelor of Education (Primary and Secondary P-10): Primary or SecondaryBachelor of Education (Joint Degrees): Secondary – Major and MinorBachelor of Health and Physical Education: Secondary – Major and MinorBachelor of Secondary Education: Secondary - Major and MinorBachelor of Secondary Education (Health and Physical Education Teaching): Secondary - Major and MinorBachelor of Secondary Education (Applied Teaching) |
| Grade Scheme: | Ungraded (S, UN) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 30 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. | Contextualise and extend knowledge and skills considered within the Bachelor of Education courses in order to provide a strong basis for ongoing professional learning |
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| K2. | Understand the depth, complexity and constraints of school environments through observation and participation in learning activities in a school setting, and through teaching and reflecting on learning |
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| K3. | Understand learning theory and practice applicable to the particular teaching disciplines |
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| K4. | Understand professional practice, professional knowledge and professional engagement as articulated in the Australian Professional Standards for Teachers (Graduate Level) |
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| K5. | Examine current policy and legislative requirements and codes of ethics and conduct, that inform and guide the teaching profession. |
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| K6. | Examine and discuss the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
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| Skills: |
| S1. | Explore different types of professional discussion daily both informally and formally through the completion of Form C (Reflective Self-Evaluation Report), to reflect upon learning at University and upon learning and teaching practice in schools. |
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| S2. | Identify, articulate and explore questions that arise from observations in the learning setting as well as professional reading, research and practice; |
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| S3. | Engage sensitively and ethically with all stakeholders across the school community |
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| S4. | Effectively utilise a broad range of communication modes and technologies in their roles as professional teachers. |
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| S5. | Identify and select artefacts from teaching through integrating narrative and evidence of teaching competency in a culminating reflective teacher performance assessment |
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| S6. | Examine the impact of professional learning on their teaching and on the students they have taught. |
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| S7. | Analysis the role of professionals and the broader community in developing and broadening teachers professional knowledge and practice |
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| Application of knowledge and skills: |
| A1. | Set personal learning goals and document evidence of professional practice, professional knowledge and professional engagement as articulated in the Australian Professional Standards for Teachers (Graduate Level). |
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| A2. | Practise teaching and put into practice feedback regarding personal teaching performance |
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| A3. | Plan, deliver and evaluate lessons so that student learning is effectively and clearly conceptualised and organized |
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| A4. | Work collaboratively and communicate effectively with students, professionals, colleagues and parents. |
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| Unit Content: |
Topics include: • Assessing the Impact of Teaching • Transitioning from student to teacher • Recruitment and Selection processes and procedures for teachers - Current policy and legislative requirements that inform and guide the teaching profession.
- Current codes of ethics and conduct for the teaching profession.
- The role of the Australian Professional Standards for Teachers (APST) and other relevant and appropriate sources to inform professional learning needs.
- Understand legislation regarding student wellbeing and safety in the school community.
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| 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 1 - Students require directions and boundaries from mentor | 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. | K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, S5, S6, S7, A1, A2, A3, A4 | Demonstrate achievement of the Australian Professional Standards for Teachers - Mentor Teacher records assessment against the standards in the Professional Experience Assessment Report (Form A) which includes confirmation that the Reflective Self Evaluation Report (Form C) has been completed. | Hurdle | S/U | | 2. | K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, S5, S6, S7, A1, A2, A3, A4 | Complete 30 days placement in the school setting specified for their particular program | Hurdle | S/U | | 3. | K5, K6, S6, S7, A1 | Write an expository essay that explains your understanding of the key responsibilities of being a professional teacher. Include child safety requirements, codes of conduct, legislative, ethical and educative responsibilities. Ensure the key responsibilities are linked to the Australian Professional Standards for Teachers (Graduate Standards) and outline how they impact on your professional learning, paying particular attention to Standard 6 and 7. | Hurdle | S/U |
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