Unit Outline
EES163
Education Support in Practice
Semester 2, 2025
Robyn McCarthy
Faculty of Education
College of Arts, Law and Education
CRICOS Provider Code: 00586B
Unit Coordinator
Robyn McCarthy
Email: Robyn.McCarthy@utas.edu.au
 
What is the Unit About?
Unit Description
This unit will assist you to develop your understanding of working with children in the classroom in a support capacity. It will provide opportunities to engage in practical activities through work-integrated learning, online collaboration, and discussion. The unit has a specific focus on differentiated support and planning, and theory relevant to providing effective classroom support.
Intended Learning Outcomes
As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.
On completion of this unit, you will be able to:
1
Evaluate effective practices in supporting learning.
2
Articulate the purpose of various teaching strategies and the theoretical base which underpins these.
3
Engage in a reflective cycle to explore effective learning support.
4
Reflect on the application of skills and knowledge in supporting students and their learning.
Alterations as a result of student feedback
Assessment Task 3 description has been amended to improve clarity around task requirements.
 
 
Teaching arrangements
ATTENDANCE MODE
TEACHING TYPE
LEARNING ACTIVITY
CONTACT HOURS
FREQUENCY
Online
Lecture (Online)
Recorded lecture and information-based presentations
1
Weekly
Tutorial (Online)
Online learning activities and discussion forums
2
Weekly
Attendance / engagement expectations
If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.
 
 
 
 
How will I be Assessed?
 
For more detailed assessment information please see MyLO.
Assessment schedule
ASSESSMENT TASK #
ASSESSMENT TASK NAME
DATE DUE
WEIGHT
LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:
Identifying and Evaluating Theory in Practice
Week 5
10 %
LO1, LO2, LO4
Assessment Task 2:
Learning Support Activity (Design and Rationale)
Week 9
45 %
LO1, LO2, LO3, LO4
Assessment Task 3:
Learning Support Activity (Implementation and Reflection)
Week 13
45 %
LO1, LO2, LO3, LO4
 
Assessment details
Assessment Task 1: Identifying and Evaluating Theory in Practice
Task Description:
Once you have engaged in and completed your weekly learning activities related to each of the overarching topics for Module 1 (Weeks 1-4 of the unit), you will be required to complete four (4) online quizzes. The quizzes will be embedded in the related weekly Learning Resources page in MyLO. The quizzes will be open book and will consist of a variety of multiple choice and true/false questions.

• You may attempt the quizzes as many times as you like to check your understanding of the weekly learning content. However, it is the result for your first attempt that will be counted towards this assessment task.
• All four quizzes comprise AT1 and are 10% of the final overall mark for the unit.
• The topics for the quizzes are:

AT1a: Education support in the school, the classroom and beyond
AT1b: The essential inclusivity of education support work
AT1c: Fostering positive behaviours and well-being through effective education support
AT1d: Trauma Informed Practice and education support
Task Length:
500 words equivalent
Due Date:
Week 5
Weight:
10 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Knowledge of the foundational theories related to education support
LO1, LO2, LO4
 
Assessment Task 2: Learning Support Activity (Design and Rationale)
Task Description:
This assessment task is designed to support you in developing your understanding of education support in practice. This task is comprised of two parts, each of which will be completed, and submitted, as a group task.

Note: Part A of this assessment task forms the basis of, and will be presented orally, as part of Assessment Task 3.

PART A
You are required, in your allocated group, to plan a twenty-minute learning activity for a small group of students. The plan must be based on the 5e model or the Gradual Release of Responsibility (GRR) model, and must relate to at least one of the concepts presented in Module 1 of this unit. Your learning activity plan must include:
• One clear learning objective for the learning activity.
• One clear strategy that will be implemented to support the achievement of the learning objective.
• Relevant and appropriate resources to assist in the achievement of the learning objective.
• Relevant assessment and reporting procedures to monitor student progress/student achievement.

PART B
1. You are required, as a group, to write a rationale that explains the reasoning and theory underpinning the learning activity. In this section, you must:

(a) describe the students and the learning context that the learning activity is designed to support, and
(b) outline how your 20-minute learning activity fits within the overall 5E or GRR model, and
(c) demonstrate your understanding of the key concepts taught in this unit, and
(d) support your writing with relevant literature to demonstrate how your thinking and understanding has been informed.

2. Using the template provided, you are required to individually provide peer feedback in relation to each of your group members’ contribution to the planning and rationale-writing phase of this task.

Parts A and B are completed as group tasks. Groups will be allocated in MyLO.
Task Length:
1600 words - Part A Plan design: 800 approx. words - Part B Rationale: 800 approx. words
Due Date:
Week 9
Weight:
45 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Organisation and presentation of information (20%)
LO1, LO2, LO3
2
Capacity to make decisions about objectives, resources, strategies, and assessment based on the underpinning theory (40%)
LO1, LO2, LO3, LO4
3
Demonstrate ways to communicate and collaborate within a professional team (20%)
LO1, LO2, LO3, LO4
4
Use of language to communicate meaning and convey understanding, and adhere to APA conventions (20%)
LO2, LO3, LO4
 
 
Assessment Task 3: Learning Support Activity (Implementation and Reflection)
Task Description:
This assessment task is designed to support you in continuing to develop your understanding of education support in practice through implementation of the reflective learning cycle. This task is comprised of two parts.

PART A - Presentation and peer feedback (to be scheduled in Week 11 of semester)

Part A of this task requires your allocated group to present an overview of the learning activity and rationale you developed for AT2 to another group, and the unit lecturers, via webinar. Peer feedback will be provided by the observing group. A feedback template will be provided in MyLO.


PART B - Reflection - submitted in MyLO

Part B of this task requires you to submit an individual written reflection on your presentation and peer feedback experiences as a group member through the lens of the 'Reflective Cycle' introduced in this unit. Your reflection must consider the following elements:

(a) how effective the group process was in developing the learning activity plan and presentation, and
(b) how effectively you contributed/engaged as a group member and in providing peer feedback, and
(c) the effectiveness of the learning activity itself and, based on feedback received and your own reflections, how you would modify the task to strengthen it for implementation in authentic education support contexts, and
(d) the implications of the above, for your future education support practice


You must relate your reflection to theory presented in this unit and in doing so, consider how your plan and presentation connect to your ideas about effective education support in practice.
Task Length:
1900 words: Part A Implementation: 900 words equivalent - Group Task Part B Reflection: 1000 words - Individual Task
Due Date:
Week 13
Weight:
45 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Application of communication and collaboration strategies within a professional team (20%)
LO1, LO2, LO3, LO4
2
Understanding of key theories, models and strategies that underpin effective education support (30%)
LO1, LO2, LO3, LO4
3
Capacity to reflect on own learning and the implications for your practice (30%)
LO1, LO2, LO3, LO4
4
Use of language to communicate meaning and convey understanding, and adhere to APA conventions (20%)
LO1, LO2, LO3, LO4
 
 
 
How your final result is determined
To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.
Academic progress review
The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.
Submission of assignments
Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.
Academic integrity
Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.
Requests for extensions
If you are unable to submit an assessment task by the due date, you should apply for an extension.
 
A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.
 
The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.
Late penalties
Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.
 
Review of results and appeals
You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.
 
 
 
Required Resources
Required reading materials
Kearns, K. (2024). Supporting education (4th ed.). Cengage. 
Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website. 
 
Recommended reading materials
Armstrong, D., Hallett, F., Elliott, J., & Hallett, G. (2016). Understanding child and adolescent behaviour in the classroom. Cambridge University Press. 
Armstrong, F. & Tsokova, D. (2008). Action research for inclusive education: Participation and democracy in teaching and learning. Routledge.  
Ashman, A. (2019). Education for inclusion and diversity (6th ed.). Pearson Education Australia. 
Billmeyer, R. (2010). Strategies to engage the mind of the learner: Building strategic learners. Hawker Brownlow Education.
Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey Bass. 
Cologon, K. (2014). Inclusive education in the early years: Right from the start. Oxford University Press.  
De Nobile, J., Lyons, G., & Arther-Kelly, M. (2021). Positive learning environments: Creating and maintaining productive classrooms (2nd ed.). Cengage Learning Australia.  
Foreman, P., & Arthur-Kelly, M. (2017). Inclusion in action (5th ed.). Thomson. 
Orelove, F., Sobsey, D., & Gilles, D. (2016). Educating students with severe and multiple disabilities (5th ed.). Brookes Publishing. 
Phillips, J. & Lampert, J. (2012) Introductory Aboriginal and Torres Strait Islander Studies in Education: Reflections on the importance of knowing. Pearson. 
Watson, D., Emery, C., Bayliss, P., Boushel, M., & McInnes, K. (2012). Children’s social and emotional wellbeing in schools: A critical perspective. The Policy Press. 
 
Other required resources