|Semester 1, 2021 On-campus Springfield|
|Short Description:||Framing the Professional|
|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 :||11 April 2021|
Examiner: Stephen Smith
Students must be enrolled in one of the following: UCTE or UCTP or BEED or BPED or BECH or BEDU (Early Child or Primary or Primary+Special Educ or Special Educ or HPE Primary or SHPE Primary)
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
This course seeks to make explicit the responsibilities of the pre-service educator with regard to professional expectations both within the USQ and school environments. Understanding standards of behaviour and professional responsibilities is a vital component of the attributes desired of teachers and the profession. This initial learning will be applied throughout the program and culminate with capstone courses in the final semester of study, providing a four year scaffold to teacher professionalism.
This course articulates the professional responsibilities of teaching whilst studying and as a visiting practitioner in varied school communities. An introduction to academic literacies across multiple forms of speaking and writing, adapting to the tertiary learning environment, behaving as a teacher professional, using code of conduct and the APSTs to guide practice are included.
Students often require explicit support with the diversity of academic literacies that are required for professionalism and proficiency across the Bachelor of Education Primary Program. This course provides this introduction to the literacies and educator behaviour appropriate to the profession.
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 educators should be able to:
- apply professional ethics and responsibilities whilst completing their studies and in transitioning to employment (APST 7.1, 7.2);
- investigate and apply effective personal literacy in their general approach to study and assessment requirements (APST 2.5);
- make ethical use of information and communication technology (ICT) in coursework, assessments and general practice whilst studying (APST 2.6, 4.5);
- identify the importance of, and develop a plan for meeting personal ongoing professional learning needs (APST 6.1);
- apply relevant legislation, administrative and organisation policies and processes to discussions of professional practice (APST 7.2).
|1.||Understanding the learning environment||20.00|
|2.||Expectations of a pre-service educator||20.00|
|3.||Responsibilities of a pre-service educator||20.00|
|4.||Graduate and professional awareness||20.00|
|5.||Developing academic literacies||20.00|
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=EHF1100)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||10||10||12 Mar 2021||(see note 1)|
|ASSIGNMENT 2||50||50||14 Apr 2021||(see note 2)|
|EXAMINATION||40||40||End S1||(see note 3)|
- Code of Conduct
- This is a restricted examination. The total working time for the examination is 2 hours. The examination date will be available via U Connect when the official examination timetable has been released.
Important assessment information
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.
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.
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)
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.
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.
This is a restricted exam. Candidates are allowed access only to specific materials during a Restricted Examination. The only materials that candidates may use in the restricted examination for this course are:
- writing materials (non-electronic and free from material which could give the student an unfair advantage in the examination)
- a one-sided A4 page of hand-written or typed notes.
Examination period when Deferred/Supplementary examinations will be held:
Normally Deferred and Supplementary Examinations are held in the next Examination period. In S1 2021 selected courses will pilot an early Deferred and Supplementary Examination period held within 30 business days of results release. The list of courses involved can be found at https://cmsauth.usq.edu.au/current-students/academic/exams/supplementary-and-deferred-assessment.
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.
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.
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.
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 Bachelor of Education 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
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
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.