Bachelor of Special and Inclusive Education

The unit EDUC106 is an innovative approach to the observation placement undertaken by teacher education students by introducing them to foundational theories, principals and skills for effective student and teacher learning. It meets the requirements of 10 days of professional experience by allowing students to observe structured lessons taught by classroom teachers. No school is organised for this placement. More information regarding this unit and its assessment and professional experience requirements can be found on the Course and Units Catalogue.

EDUC106 Teaching Development 1: Online PrEx 10 days

EDUC206

This 15 day placement is integrated into the unit EDUC206. The placement component requires students to complete an assignment while on professional experience as part of the unit. Teacher education students should consult the Course and Units Catalogue for more information regarding the assessment component and other requirements of the unit.

Specific Requirements

This is a 15 day block placement in a primary school setting where the teacher education student will be assessed against the Australian Professional Standards for Teachers.

Teacher education students may be placed in classrooms with another student as part of the Triadic Model for professional experience. EDUC206's Specific Requirements outline how the Triadic Model will work in a classroom.

Teacher education students who undertake the placement individually will follow a different set of Specific Requirements.

EDUC206 Specific Requirements (PDF, 468.81 KB)

EDUC206 Weekly Review Sheet (PDF, 234.91 KB)

Teaching Load

• Week 1: Classroom immersion, focussing on building professional rapport with students, small- group and team-teaching, assisted planning and teaching of up to two lessons by Day Five. Supervising teacher to model teaching and provide examples of planning and resources.

• Week 2: With guidance from the supervising teacher, planning and teaching of two lessons each day building to whole sessions (e.g. morning, middle, afternoon) teaching up to a minimum of 10 hours per week

• Week 3: Formalised, less guided and more independent approach to planning and teaching up to a minimum of 10 hours per week. Focus on providing students with clear and well- directed instructions and effective progression and continuity when lessons are sequential.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Placements that can be accepted

• Mainstream primary classrooms

Placements that cannot be accepted

• Work in a tutoring agency
• Working as an au pair
• Employment as a governess (or equivalent position)
• Employment as teacher's aide (or equivalent position such as a Learning Support Officer).
• Release from Face-to-Face (RFF) Placements
• Library placements

EDUC306

This 20 day placement is integrated into the unit EDUC306. The placement component is in a primary Special Education setting or mainstream primary school where students (pre-service teachers) will be assessed against the standards in the Australian Professional Standards for Teachers. Teacher education students should consult the Course and Units Catalogue for more information regarding the assessment and other requirements of the unit.

Specific Requirements

This is a 20 day block placement in a mainstream primary school or primary Special Education setting where the pre-service teacher will be working with a student or students with identified special needs.

EDUC306 Specific Requirements (PDF, 479.69 KB)

EDUC306 Weekly Review Sheet (PDF, 258.7 KB)

Teaching Load

• Week 1: Classroom immersion focussing on building professional rapport with students, small-group and team-teaching, assisted planning and teaching of up to two lessons per day by Days Four and Five.

• Week 2: Some independent and predominantly guided formal planning and teaching of two lessons each day building to whole sessions (e.g. morning, middle, afternoon) building to a teaching load up to a minimum of 12 hours per week.

• Week 3: Mostly independent planning and teaching of up to 12 hours per week with a focus on effective transitioning of students between activities and awareness of the importance of keen organisational skills and preparation of resources.

• Week 4: Independent planning and teaching for of up to 12 hours for the week, taking full responsibility (where appropriate) for classroom organisation, students’ learning and engagement.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Placements that can be accepted

• Mainstream primary classrooms
• A Special Education school
• A Special Education unit
• A Special Education development unit
• An inclusive school environment which includes students with identified special needs

Placements that cannot be accepted

• Settings without students with identified special needs
• Tutoring agencies
• Schools or agencies not using appropriate NSW or Australian curriculum
• Work outside of a school setting
• Employment as a governess (or equivalent position)
• Employment as teacher's aide (or equivalent position such as a Learning Support Officer).
• Release from Face-to-Face (RFF) Placements
• Library placements

This Placement and Special Education

This placement is embedded in the unit EDSP388. The placement component is in a Special Education setting where students (pre-service teachers) will be assessed against the standards in the Australian Professional Standards for Teachers.

Specific Requirements

This is a 20 day block placement in a Special Education setting where the pre-service teacher will be working with a student or students with identified special needs.

EDSP388 Specific Requirements

Teaching Load

• Week 1: Classroom immersion focussing on building professional rapport with students, small-group and team-teaching, assisted planning and teaching of up to two lessons per day by Days Four and Five.

• Week 2: Some independent and predominantly guided formal planning and teaching of two lessons each day building to whole sessions (e.g. morning, middle, afternoon) building to a teaching load up to a minimum of 12 hours per week.

• Week 3: Mostly independent planning and teaching of up to 12 hours per week with a focus on effective transitioning of students between activities and awareness of the importance of keen organisational skills and preparation of resources.

• Week 4: Independent planning and teaching for of up to 12 hours for the week, taking full responsibility (where appropriate) for classroom organisation, students’ learning and engagement.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Placements that can be accepted

• A Special Education school
• A Special Education unit
• A Special Education development unit
• An inclusive school environment which includes students with identified special needs

Placements that cannot be accepted

• Settings without students with identified special needs
• Tutoring agencies
• Schools or agencies not using appropriate NSW or Australian curriculum
• Work outside of a school setting
• Employment as a governess (or equivalent position)
• Employment as teacher's aide (or equivalent position such as a Learning Support Officer).
• Release from Face-to-Face (RFF) Placements
• Library placements

EDSP411

This 35 day placement is integrated into the unit EDSP411 and is the final placement for this degree. The placement requires students to complete the Graduate Teacher Performance Assessment while on professional experience as part of the unit. Students should consult the Course and Units Catalogue for more information.

Specific Requirements

This is a 35 day block placement  in a primary school setting where the teacher education student will be assessed against the Australian Professional Standards for Teachers.

Teacher education students will undertake this placement individually as outlined in the Specific Requirements. In schools with applicable agreements, this placement can progress to an Internship once all conditions have been met.

EDSP411 Specific Requirements (DOCX, 126.9 KB)

Teaching Load

• Week 1: Classroom immersion on Days One and Two, small group and team-teaching on Day Four, independent planning and teaching of up to two lessons per day by Days Four and Five.

• Week 2: Collaborative planning and teaching of two (2) lessons each day focussing on identifying the varied needs of learners, implementation of differentiated learning outcomes for individuals within the class.

• Week 3: Mostly independent teaching of no less than 12 hours per week where responsibility for planning/programming across the Key Learning Areas incorporates a range of assessment tasks to evaluate student/class outcomes.

• Week 4 - 7: Independent planning and teaching of no less than 14 hours per week, taking full responsibility for the class (individually and collectively) by guiding them to achieve planned goals and learning outcomes. This may be for day-to-day planning or for integrated units of work. Demonstrating the ability to act accountably as a classroom teacher who interacts professionally and pro-actively with colleagues, parents, students and the wider school community at all times. Completing their Graduate Teaching Performance Assessment task.

Report Requirements

• Interim Report - at the midpoint of the placement
• Final Report - on the final day of the placement

Graduate Level Placements

This is the final placement where the teacher education students is assessed against all of the Australian Professional Standards for Teachers at the Graduate level as per the requirements of NESA.

During the final professional experience placement, Teacher Education Students are required by NESA to complete a Graduate Teaching Performance Assessment (GTPA). For more information please see the Final Placements and the GTPA page.

Teacher education students will be advised about the details of what is required to complete the GTPA in their final trimester of study. It will involve gathering evidence to demonstrate the impact on the learning of three students in the class with different ability levels.

Primary teaching courses include an AITSL primary teaching specialisation in English/Literacy. Some courses also include a NESA primary teaching specialisation in Mathematics, Science and Technology, and Language.

Depending on your course, your GTPA must focus on your teaching specialisation:

• Bachelor of Special and Inclusive Education (Primary) - you MUST focus your GTPA on the primary English KLA

Placements that can be accepted

• Mainstream primary classrooms

Teacher education students may only complete one placement in a  Distance Education, or Special Education setting in EDUC206 or EDUC306. Please refer to EDUC206 and EDUC306 for more information.

Placements that cannot be accepted

• Any placement type that varies from a mainstream classroom setting.
  • Release from Face-to-Face (RFF) Placements