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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDM5007 Cultivating Supportive Learning Environments

Semester 1, 2021 Online
Short Description: Cultivating Support Learn Env
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070199 - Teacher Education not elsewher
Grading basis : Graded
Version produced : 14 April 2021

Staffing

Examiner: Michele Wright

Requisites

Pre-requisite: Students must be enrolled in one of the following Programs: MELT or MPLT or MSLT
Enrolment is not permitted in EDM5007 if EDC2100 or ESB2100 has been previously completed

Rationale

Creating supportive learning environments is a priority of preservice teacher education in Australia. It is central to Australia’s vision for education where improving educational outcomes for young Australians is crucial for their effective engagement with life. This course requires preservice teachers to understand theoretical, legislative, administrative, organisational policies and processes and the key principles described in codes of ethics and conduct to create and maintain supportive and safe learning environments. Consideration is given to strategies that support learners’ wellbeing and safety by understanding young children (babies, toddlers, three to five year olds)/children (Primary school aged children)/adolescent (Secondary school aged students) physical, social and intellectual development and how they learn within the school/centre and or system, curriculum and legislative requirements. The commitment to work effectively, sensitively and confidentially with parents/carers, external professionals and community representatives is emphasised to broaden teachers’ professional knowledge and experience. Preservice teachers will engage in a range of learning experiences, which builds verbal and non-verbal communication practices and differentiated teaching strategies designed to successfully meet the specific learning strengths and needs of learners across the full range of abilities; including learners from diverse, linguistic, cultural, religious and socioeconomic backgrounds and learners with disabilities. Practical approaches to manage challenging behaviours and to support the safe, responsible and ethical use of ICT in learning and teaching will be investigated. The course aims to provide purposeful learning and reflective opportunities to enable the development of an emerging teacher identity.

Synopsis

The aim of this preservice course is to enhance teacher efficacy and identity in contemporary learning environments. Current teaching practice advocates for the establishment of supportive inclusive environments and proactive differentiated teaching and learning strategies to promote learners' development, participation, engagement, wellbeing and safety.

The introduction focuses on the connections between relevant legislative, administrative, organisational policies and processes, codes of ethics and conduct and how they are founded on the physical, social and intellectual development of learners. Supportive behaviour theories and research into how students learn are critically reflected upon to inform differentiated teaching strategies to meet specific learning needs across the full range of abilities, including the strengths and needs of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds and the participation and learning of learners with disability. Investigation and analysis of a teachers' effective relational skills and the significance of verbal and non-verbal communication and practical approaches to responding to challenging behaviours occur by identifying the causes and developing context specific and inclusive behaviour plans to support learners. Strategies for working effectively, sensitively and confidentially with parents/carers and engagement with external professionals and community representatives are explored to broaden teachers' professional knowledge and practice. The components and strategies that support learners' wellbeing and safety within centre/school/system, curriculum and legislative requirements will be appraised with an understanding of the relevant issues and strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. The course provides an understanding that it is only when learners feel safe, secure and supported, with a sense of agency that they are able to grow and develop as confident learners with a strong sense of identity.

Objectives

On successful completion of this course preservice teachers should be able to:

  1. critically analyse essential knowledge of relevant education reforms and practices, legislative, administrative, organisational policies, processes and codes of ethics and conduct principles for the teaching profession and how they are founded on the knowledge and understanding of physical, social and intellectual development and characteristics of learners (Australian Professional Standards for Teachers (APST) 1.1, 7.1, 7.2);
  2. investigate the dispositions and knowledge of relational teachers to demonstrate a range of strategies to support inclusive student participation and engagement in centre/classroom activities, which includes literacy and numeracy teaching strategies and their application in teaching areas, verbal and non-verbal communication and practical approaches to manage behaviour and challenging behaviours and ensure students feel safe, valued and respected (APST 2.5, 3.5, 4.1, 4.3);
  3. articulate critical reflection and application of classroom management practices that includes an understanding of relevant legislations, research into how learners learn and the implication for teaching, in particular differentiated teaching strategies to meet specific learning needs across the full range of abilities, including the knowledge of teaching strategies that are responsive to strengths and needs of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds and the participation and learning of learners with disability (APST 1.2, 1.3, 1.5, 1.6);
  4. appraise the common components and strategies that support learners’ wellbeing and safety working within centre/school/system, curriculum and legislative requirements and key systemic policy documents, and describe how to align these in practice to manage and organise the contextual environment and resources that assist teachers to respond appropriately and report/refer suspected abuse and/or neglect (APST 4.4);
  5. articulate the requirements to design and manage supportive learning environments with an understanding of the relevant issues and strategies available, including providing clear directions and organising appropriate classroom activities, to support inclusive student participation and engagement and supporting the safe, responsible and ethical use of ICT in learning and teaching (APST 4.2, 4.5);
  6. clarify strategies for working effectively, sensitively and confidentially with parents/carers and understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice to create and maintain supportive and safe learning environments (APST 7.3, 7.4);
  7. demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.

Topics

Description Weighting(%)
1. Relevant knowledge and understanding of physical, social and intellectual development and characteristics of learners and research into how they learn and the implications teachers to create and maintain supportive learning environments and organise classroom activities and provide clear directions 10.00
2. Theories and strategies related to creating and maintaining supportive learning environments using a breadth and depth of credible research informing a focus on essential skills, proactive and preventative actions, and the organisation of classroom activities with the provision of clear directions 10.00
3. Legislative, administrative, organisational policies, processes and codes of ethics and conduct principles for the teaching profession in relation to creating and maintain learning environments that support participation and learning of all students, including students with disability 10.00
4. Appraise the common components and strategies that support learners’ wellbeing and safety working within centre/school/system, framework/curriculum and legislative requirements and describe how to align these in practice to manage and organise the contextual environment and organise classroom activities and provide clear directions 10.00
5. Understanding the attributes of relational teachers to demonstrate a range of strategies, including literacy and numeracy teaching strategies and their application in teaching areas, verbal and non-verbal communication strategies, and practical approaches to manage behaviour to support inclusive learner participation and engagement in centre/classroom activities 10.00
6. Investigate classroom management practices that includes research into differentiated teaching strategies to meet specific learning needs across the full range of abilities including providing clear directions and organising appropriate classroom activities 10.00
7. Develop knowledge of teaching strategies in response to the strengths and needs of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds and learners with disability 15.00
8. Capabilities and knowledge to implement practical approaches to manage challenging behaviours and understanding of the relevant issues and strategies available to support the safe, responsible and ethical use of ICT in learning and teaching 15.00
9. Clarify strategies for working effectively, sensitively and confidentially with parents/carers and understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice to create and maintain supportive and safe learning environments 10.00

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). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=01&subject1=EDM5007)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

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.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Objectives Assessed Notes
ASSIGNMENT 1 40 40 31 Mar 2021 1,2,4,7 (see note 1)
ASSIGNMENT 2 60 60 04 Jun 2021 2,3,4,5,6,7 (see note 2)

Notes
  1. Professional Philosophy and analysis of a behaviour management plan
  2. A critical analysis and response to a learning environment

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility 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 satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (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 achieve at least 50% of the total weighted marks available for the 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 http://policy.usq.edu.au.

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 http://www.usq.edu.au/library/referencing.

  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).

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 Master of Learning and Teaching and is benchmarked against the
• 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.
• professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).

Other requirements

  1. Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware.

Date printed 14 April 2021