School Placement UG (12045.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.0 | 0 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| School Of Teacher Education | Level 3 - Undergraduate Advanced Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Important: Students should only enrol in this unit if they have received course advice from the Faculty to do so.
Learning outcomes
On successful completion of this unit, students will be able to:1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the discipline and within classrooms;
3. Adopt a critically reflective approach to teaching and the related ability to plan for and implement teaching, learning and assessment strategies that inform and have a positive impact on learners within the discipline;
4. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
5. Implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
6. Organise and manage classroom activities and behaviour, provide clear directions, and maintain a supportive and safe learning environment; and
7. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
This unit is for students in an undergraduate Secondary Initial Teacher Education Course who have only one teaching area identified.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2026 | Bruce, Canberra | Semester 1 | 16 February 2026 | On-campus | Mrs Michelle O'Brien |
| 2026 | Bruce, Canberra | Semester 2 | 10 August 2026 | On-campus | Mrs Michelle O'Brien |
| 2027 | Bruce, Canberra | Semester 1 | 15 February 2027 | On-campus | Mrs Michelle O'Brien |
| 2027 | Bruce, Canberra | Semester 2 | 09 August 2027 | On-campus | Mrs Michelle O'Brien |
Required texts
None
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.
Special assessment requirements
- The Unit Convener has authorised its use for that assessment;
- The student uses it in the way that the assessment instructions allow for;
- The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.
1. Provision of valid documentation 2. Lesson plans
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Lesson plans
When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Active and professional participation in Professional Experience.
Participation requirements
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
UC entry-level skills
- its use is authorised by the unit convener as part of a specified assessment task, and
- it is used in the way allowed in the assessment instructions and/or unit outline, and
- its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
Work placement, internships or practicums
School-based Professional Experience/Placement is a required element of this unit.
This unit includes ( dependent on level) a professional experience placement. Students must adhere to UC policies including the Student Conduct Rules (2018), WIL Policy and Procedure, and Assessment Policy and Procedure. All information regarding placements is available on the All Teacher Education Students (ATES) canvas page and it is the responsibility of the student to check for any updates.
Students are advised to review InPlace regularly to check the status of their pre-placement requirements and to ensure that all contact details are up-to-date and will be for the during of the placement period. This information must include an emergency point of contact or next of kin.
The Placement Team requires evidence of the following before a placement can be organised:
Pre-placement Requirements (ALL must be uploaded to InPlace):
- Working with Vulnerable People (WWVP) card
- Working with Children Check (WWCC)
- TQI Preservice Teacher Registration
- Completion of Pre-Place module
Student needs to upload this information to InPlace and ensure it is verified (green status) by the due date stipulated by the placement team. All compliance tasks must be valid for the duration of the placement blocks. It is a student responsibility to ensure that previously submitted compliance documentation is valid for subsequent placement blocks.
Pre-placement Requirements (must be uploaded to Unit Canvas Page for first professional experience):
- Acceptable Use of ICT form
- UC Student Acknowledgement form
Failure to complete required pre-placement requirements by the due date will result in the cancellation of placement and may result in a fail (NC) grade for the unit.
When students are allocated a placement it is their responsibility to contact the school/service to determine any additional pre-placement requirements specific for that location that need to be completed prior to the placement start date. Failure to do this may result in withdrawal from the placement and potential fail (NC) grade for the unit.
Students who currently have a UC Reasonable Adjustment Plan (RAP) may be eligible for a Placement Support Letter (PSL). It is the student's responsibility to work with UC Wellbeing to determine any adjustment needed for Placement.
Eligibility for placement is dependent on satisfactory academic progression at the time placement is scheduled.
All placements must occur according to the published placement calendar on the ATES site. Students experiencing extenuating circumstances may request a date change; approval, however, is at the discretion of the Faculty. All placement blocks must be completed within 12 months of the associated unit's teaching and learning start date. Delays beyond this timeframe may result in a fail (NC) grade for the unit.
Intervention and Support
Students who demonstrate unsatisfactory progress towards the expected standard of practice at any point throughout their placement will be provided with Intervention and Support. This support process is tailored to meet the needs of the individuals. If sufficient improvements are not evident, a fail grade (NC) for the unit is the likely outcome. If the student's conduct or practice constitutes a significant risk to public safety, a student's placement may be terminated immediately without the Intervention and Support process being enacted. The student will meet with their Unit Convenor/Faculty member and discuss their progress in the unit and provided opportunities to reflect on their practice, setting goals for improvement.
Assessment Requirement
Placement must be successfully passed to pass the Unit
Generalised Support
For placement queries, contact placement@canberra.edu.au.
Additional information
Theoretical foundations: Provide an explanation of the theoretical foundations of the unit.
Research Led Education: This unit involves research-led education in pedagogy and work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to to students their passion for the research they are carrying out.
