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EPP3100 Practising as a Professional Teacher 1

Semester 1, 2020 On-campus Toowoomba
Short Description: Professional Teacher 1
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070103 - Teacher Education: Primary
Grading basis : Graded


Examiner: Ellen Larsen


Pre-req: EDP2111 and (EDP2222 or SPE3001 or EDH2254 or SPE3005) and Students must be enrolled in: BEDU (Primary or Primary+SpecialEd or SpecialEd or HPE Primary or SHPE Primary or BPED
Enrolment is not permitted if EDC3100 has been previously completed

Other requisites

IMPORTANT - Student requirements for enrolment in EPP3100

The Professional Experience placement for EPP3100 is in the Establishment Phase of the school year and commences from the first Pupil Free Day for the school site in January.

1. Early enrolment is required to secure your placement for the commencement of the school year*
2. Enrolment is required by the end of the first week of November the previous year
3. Your Blue Card needs to be current and have an expiry date beyond the semester of offer, or your full and complete application for Blue Card renewal has been submitted to USQ prior to your enrolment for EPP3100
4. EPP3100 is offered in Semester 1 each year. Failure to enrol on time will delay your program completion
5. You must contact your mentor and negotiate your establishment phase attendance prior to the completion of the previous school year
6. Ideally PST attends from the first Pupil Free day of the school year and complete the placement before the University Semester 1 commencement. (*varies based on State, Independent or Catholic school systems).

Students must have successfully completed the entire previous year’s Professional Experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.

Before commencing this course students will be assumed to have read the full details of Professional Experience particulars and familiarised themselves with the requirements. Please see the Education Placement Professional Experience website and the Professional Experience Book for full details.

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland must hold a valid blue card OR exemption card
If undertaking placement outside of Queensland you must ensure that all relevant checks are completed and evidence of this is provided to the Professional Experience office

Provided a blue card renewal application has been submitted at least 30 days before expiry of the current card, the blue card will remain active while the renewal application is processed (details available at

Blue Card Services cannot process a form dated more than 16 weeks prior to lodgement. In addition, a representative of USQ or a Justice of the Peace, must sight the applicant’s identification documents and check the information on the form, before signing and dating the USQ declaration (refer to

Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to
If undertaking Professional Experience outside of Queensland, students are advised to check the Working with Children requirements of the state within which Professional Experience will be undertaken (refer to


Preparation of pre-service teachers for the purpose of being ‘classroom ready’ is a priority of Initial Teacher Education. The research also indicates the importance of multiple opportunities for professional experience that is highly integrated with university-based teaching (ACER, 2014). The eight Practice meets Theory courses are the structure around which the 4-year Education Degree is developed. In third year Practice meets Theory coursework, the focus is upon the work of the teacher as a professional applying previous skills and understanding the extended professions that support a school community. This third year first semester course provides opportunity for pre-service teachers to unpack their developing socio-cultural and philosophical conceptions of teaching, connect to paraprofessionals for the support of learners and continue to add to their repertoire of pedagogical options for effective teaching and learning in diverse classrooms.


The beginning of the school year is a pivotal time for educators. In this fifth Practice meets Theory course, pre-service teachers will be required to undertake a three-week (15 days) professional experience at the beginning of the school year. Pre-service teachers will observe and assist the strategies used by teachers to establish the classroom environment, both physical and relational, during this establishment phase. This course will also introduce pre-service teachers to unit planning and assessment practices which embed the general capabilities and cross-curricula priorities within the Australian Curriculum. There is opportunity for pre-service teachers to explore a variety of legislative, legal, administrative and procedural expectations of teachers.

For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.


The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

  1. Identify strategies to support inclusive learner participation and engagement in classroom activities and involve parents and carers, within the establishment phase of the school year (APST 1.3, 1.6, 3.7, 4.1, 5.5);
  2. Organise classroom activities and provide clear task related directions (APST 4.2);
  3. Design and evaluate a teaching program including authentic assessment to improve student learning (APST 2.2, 2.3, 2.6);
  4. Identify and explain the relevant legislative, administrative and organisational policies and processes including code of conduct, child protection, students with disabilities, domestic violence, working with parents and caregivers (APST 1.6, 7.1, 7.2, 7.3);
  5. Demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice. (1.1, 1.5, 2.1, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.4).


Description Weighting(%)
1. Practising as a professional teacher 20.00
2. Exploring and improving unit plans and content alignment in the primary context 20.00
3. Using models of inquiry to plan for student-centred learning 10.00
4. Differentiated planning for inclusion of students with identified needs 10.00
5. Understanding authentic assessment in practice (rubrics and criteria sheets), accurate and reliable records 10.00
6. Significance of the establishment phase (including contact with families) 30.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Marzano, R 2017, The new art and science of teaching, Solution Tree Press, Bloomington.
Murdoch, K 2017, Inquiry teaching.
(Retrieved from
Murdock, K 2015, The power of inquiry, Seastar Education, Northcote, Victoria.
Rogers, W 2015, Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support, 4th edn, SAGE Publications Ltd, London.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PROFESSIONAL EXPERIENCE 1 1 25 Feb 2020 (see note 1)
ASSIGNMENT 1 49 49 18 Mar 2020
ASSIGNMENT 2 50 50 13 May 2020

  1. Students must successfully complete the Professional Experience to be eligible for a passing grade for this course. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Experience should be conducted as per the Professional Experience Calendar unless approval has been granted by the Program Coordinator.

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item in addition to the successful completion of the Professional Experience component. Failure of the Professional Experience component will result in a Fail grade for this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must successfully complete the Professional Experience component and must achieve at least 50% of the total weighted marks available for the course. Failure of the Professional Experience component will result in a Fail grade for this course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

  4. Professional Experience is a compulsory component of this course and integral to completion of the assessment tasks. Dates for each Professional Experience course are selected to support students’ capacity to apply the theory of the coursework in the Professional Experience placement. Students are advised not to select a course that includes Professional Experience in a semester where they are unable to meet the specified requirements of Professional Experience. Any application for a ‘change of dates’ for Professional Experience placement must qualify for consideration under the conditions of the USQ Assessment Extension Policy. An unsupported application will delay program completion.

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 19 June 2020