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ESP1200 The Beginning Teacher

Semester 1, 2021 External
Short Description: The Beginning Teacher
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 : 070105 - Teacher Education: Secondary
Grading basis : Graded


Examiner: Yvonne Salton


Pre-requisite: ESF1100 or EDC1200 or EDC1000 and Students must be enrolled in one of the following Programs: BEDU or BSED
Enrolment is not permitted in ESP1200 if EDC1400 has been previously completed

Other requisites

It is highly recommended this course be undertaken after successfully completing two teaching area courses - one from each area.

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

Students need to lodge their blue card application or renewal online . Students will need to register with blue card services and validate their identification online. If successful, the student will be provided an online account number to send to the Professional Experience Team to ensure there are no delays with their placement. Students will not be able to commence their placement without a current blue card. USQ recommends students lodge their renewal at least 28 days prior to the expiry of their current card.

Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to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


This course builds on pre-service teacher understanding of the professional practice of teaching. This course provides pre-service teachers with the pedagogical frameworks to understand teaching strategies and reflective practice. This course aligns with the Australian Professional Standards for Teachers in relation to organising teaching strategies for effective learning. Key considerations are developing verbal and non-verbal communication skills and incorporating knowledge of how students learn into their planning. This course includes the initial professional experience of 10 days.


The aim of this course is to prepare pre-service teachers to effectively engage students in learning. This course provides pre-service teachers with the opportunity to understand the educational goals that underpin teaching practices and in the process, develop and apply knowledge of lesson planning within the classroom context. Additionally, this course introduces pre-service teachers to a range of teaching strategies and discusses the relevance of each for effective learning. The Beginning Teacher has a focus on pedagogical frameworks and the philosophical basis of teaching strategies in order to rationalise planning decisions in relation to classroom contexts. A key consideration for lesson planning is the use of logical sequencing of learning experiences with respect to knowledge of how students learn.

A 10-day professional experience placement is attached to this course. 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. organise content/concept into an effective learning and teaching sequence using knowledge of curriculum and strategies for teaching area (APST 2.1, 2.2);
  2. select and apply a range of teaching strategies in lesson sequences relevant for teaching area (APST 2.1, 3.2, 3.3);
  3. implement a range of verbal and non-verbal communication strategies and evaluate their effectiveness in relation to research on how students learn and engage in learning (APST 1.2, 3.5);
  4. construct learning and teaching in a logical sequence that incorporate knowledge of how students learn and demonstrates organisation of activities (APST 1.1, 1.2, 4.2);
  5. rationalise the sequence of lessons to show content/concept is effectively organised into sequences for the learning of students and how the lessons provide clear directions (APST 2,1, 2.2, 3.1, 4.1);
  6. demonstrate professionalism to preservice teacher placements through an understanding of professional requirements and the application of constructive feedback to improve teaching practice (APST 6.3, 7.1,7.2)


Description Weighting(%)
1. Sequencing learning 30.00
2. Application of teaching strategies 20.00
3. Verbal and non-verbal communication 20.00
4. Effective teaching and learning 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.
Carjuzaa, J & Kellough, R 2016, Teaching in the middle and secondary schools, 11th edn, Pearson, Boston, Massachusetts.
Frangenheim, E 2017, Reflections on classroom thinking strategies, 11th edn, Rodin Educational Consultancy, Australia.
Schön, DA 1987, Educating the reflective practitioner, Josey-Bass, San Francisco, California.
Scott, C 2015, Learn to teach: teach to learn, Cambridge University Press, Port Melbourne, Victoria.
Weatherby-Fell, N 2015, Learning to teach in the secondary school, Australia Cambridge University Press, Port Melbourne, Victoria.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PROFESSIONAL PLACEMENT 1 1 23 Feb 2021 (see note 1)
ASSIGNMENT 1 40 40 05 Apr 2021
ASSIGNMENT 2 40 40 17 May 2021

  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. Computer, e-mail and Internet access: 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 .

  2. Pre-requisite knowledge: Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.

  3. 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 18 June 2021