Unit Outline

This unit is designed to provide you with a range of practical strategies to enable your classroom to have a positive learning environment. Situating student behaviour within a strong theoretical framework of engagement, you will evaluate a range of approaches to recognising and responding to diversity, establishing classroom expectations and routines, responding to disengaged behaviours, and supporting students with very challenging conduct. We will also explore common school-wide approaches including multi-tiered systems of support for maintaining a safe and highly engaged classroom and situate the learning within the Australian Curriculum, and Early Years Learning Framework.

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 and develop strategies to engage students with diverse linguistic, cultural, religious and socioeconomic backgrounds, and across the full range of abilities.
2	Evaluate and develop strategies to create inclusive and structured classroom environments that promote student engagement.
3	Evaluate and develop strategies to respond to student behaviours in ways that promote student engagement.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

A number of changes to assessment tasks have been made to EMT507 based on previous student feedback.

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:	Classroom Preparation Scenario	Week 5	30 %	LO1, LO2
Assessment Task 2:	Classroom Behaviour Scenario	Week 11	30 %	LO1, LO3
Assessment Task 3:	Role play and reflection	Week 13	40 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: Classroom Preparation Scenario

Task Description:

This Assessment Task invites you to apply your understanding of inclusive, structured and engaging classroom practices to a realistic teaching scenario. You will design a classroom plan that includes routines, expectations, and a physical layout tailored to a diverse group of students. Your plan should draw on evidence-based strategies and theoretical frameworks to demonstrate how you will establish a safe, supportive and engaging learning environment.

Through this task, you will demonstrate your ability to evaluate strategies that promote student engagement, while considering the diverse linguistic, cultural, religious and socioeconomic backgrounds of your students, across the full range of abilities. This task supports your development of foundational skills in implementing Tier 1 practices within an MTSS framework and contributes to your readiness for professional classroom practice.

The task assesses Intended Learning Outcomes 1 and 2. It provides an essential opportunity to build your confidence and competence in classroom planning as you prepare for your future role as a qualified teacher.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 4.2, 4.4 and Core Content 2.6, and 3.1, 3.2 and 3.3.3.

Task Length:

1250 words

Due Date:

Week 5

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Design classroom routines that proactively establish structured, safe and positive classroom environments that promote school and learning engagement for a group of students with diverse backgrounds and abilities.	LO1, LO2
2	Design classroom expectations that proactively establish structured, safe and positive classroom environments that promote school and learning engagement for a group of students with diverse backgrounds and abilities.	LO1, LO2
3	Design a classroom layout and physical design that proactively establishes structured, safe and positive classroom environments that promote school and learning engagement for a group of students with diverse backgrounds and abilities.	LO1, LO2
4	Justify strategies (routines, expectations and classroom design) using evidence and theoretical frameworks that demonstrate understanding of multi-tiered systems of support (MTSS), proactive practice, and engagement theory.	LO1, LO2

Assessment Task 2: Classroom Behaviour Scenario

Task Description:

This Assessment Task will ask you to respond to a complex behavioural situation in your classroom. You will need to describe how you would respond to disengaged and challenging behaviours, immediately and in the longer term.

Your responses should include a clear description of how you would attend to this scenario in your teaching context (i.e. your Primary Proficiency or Secondary Specialisation) based on an evaluation of the range of theoretical and practical approaches and strategies presented in the literature.

The task assesses ILO 1 and 3
Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 4.3, 4.4 and Core Content 3.5.

Task Length:

1250 Words

Due Date:

Week 11

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Propose strategies for immediately responding to challenging student behaviour that promotes school and learning engagement for a group of students with diverse backgrounds and abilities.	LO1, LO3
2	Propose strategies for responding to challenging student behaviour in the short term that promotes school and learning engagement for a group of students with diverse backgrounds and abilities.	LO1, LO3
3	Propose strategies for responding to challenging student behaviour in the long term that promotes school and learning engagement for a group of students with diverse backgrounds and abilities.	LO1, LO3
4	Justify strategies (immediate, short and long term) using evidence and theoretical frameworks that demonstrate understanding of whole school approaches and engagement theory.	LO1, LO3

Assessment Task 3: Role play and reflection

Task Description:

This assessment task invites you to demonstrate your developing professional practice by constructing a role play scenario that simulates a contemporary classroom situation involving challenging student behaviour and disengagement. Drawing on the strategies and theoretical frameworks explored in Assessment Tasks 1 and 2, you will present a response and reflect on your practice.

The development of a role play provides an opportunity to apply inclusive, structured and evidence-based approaches to managing student behaviour and promoting engagement. Your reflection will critically evaluate your actions, drawing on relevant literature to demonstrate your understanding of diverse student needs, engagement and classroom management.

This task assesses all three Intended Learning Outcomes for the unit and aligns with the following Australian Professional Standards for Teachers (APST): 3.5, 4.3, 4.4, and Core Content 3.2.

Task Length:

1500 words equivalent

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate corrective strategies for responding to disengaged and challenging behaviours in a classroom.	LO3
2	Demonstrate proactive and supportive strategies for preventing disengaged and challenging behaviours in a classroom.	LO2
3	Demonstrate awareness of student wellbeing and safety	LO2, LO3
4	Use evidence-based literature and theory to critically reflect on and evaluate your personal teaching practices—proactive, supportive, and corrective—that promote school and learning engagement for students with diverse backgrounds and abilities.	LO1, LO2, LO3

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.