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Collaborative Partnerships
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EDBED2112 - Collaborative Partnerships
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20270200
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Course
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6.0
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2026-10-27
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2026-10-27
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070113
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Teacher Education: Special Education
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070113 - Teacher Education: Special Education
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<a href="http://www.federation.edu.au/locate/unit/edbed2112">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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Intermediate
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1
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5
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38
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<p>Collaborative Partnerships builds on the attitudes, beliefs and practices developed previously in the core units. PSTs are required to work collaboratively with peers, practicing educators, students and lecturers. PSTs will refine the skills and attitudes needed to create and maintain an inclusive environment. PSTs will develop planning and curriculum knowledge along with a range of communication skills through creating, reviewing, revising and implementing an inclusive project that addresses point-of-need learning opportunities. A focus of the unit will be on pedagogical approaches that meet and support students' needs. The project will be developed in conjunction with an in-school mentors. To complete this unit, all PSTs are required to have a Working with Children Check. As a part of this unit, all PSTs will undertake a 5-day non-assessed Cooperative Experiential Learning (CEL) placement in a school setting. The focus on this placement will be on the collaborative partnerships and relationships that are built as part of the teaching and learning cycle. A reflexive element of the unit will engage PSTs to critically evaluate their participation and implementation of the project.</p>
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<p>Topics to be covered<br>
• A range of teaching strategies that support planning and implementing effective lessons. These include Differentiation, Universal Design for Learning and Personalised Learning.<br>
• Curriculum development in connection to development of project and student learning<br>
• Professional attitudes, interaction and engagement<br>
• Community links through delivery of programs and interaction during planned activities. Providing feedback for a range of people such as peers and learners<br>
• Collaborative learning elements for a range of professional groupings Collaborative learning elements as a teaching tool for using in practice</p>
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0200
Year
Year
2027
Current Year
2026
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EDBED2112 - Collaborative Partnerships
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EDBED2112 - Collaborative Partnerships
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Semester 1
Semester 2
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>Collaborative Partnerships builds on the attitudes, beliefs and practices developed previously in the core units. PSTs are required to work collaboratively with peers, practicing educators, students and lecturers. PSTs will refine the skills and attitudes needed to create and maintain an inclusive environment. PSTs will develop planning and curriculum knowledge along with a range of communication skills through creating, reviewing, revising and implementing an inclusive project that addresses point-of-need learning opportunities. A focus of the unit will be on pedagogical approaches that meet and support students' needs. The project will be developed in conjunction with an in-school mentors. To complete this unit, all PSTs are required to have a Working with Children Check. As a part of this unit, all PSTs will undertake a 5-day non-assessed Cooperative Experiential Learning (CEL) placement in a school setting. The focus on this placement will be on the collaborative partnerships and relationships that are built as part of the teaching and learning cycle. A reflexive element of the unit will engage PSTs to critically evaluate their participation and implementation of the project.</p>
Unit content
<p>Topics to be covered<br> • A range of teaching strategies that support planning and implementing effective lessons. These include Differentiation, Universal Design for Learning and Personalised Learning.<br> • Curriculum development in connection to development of project and student learning<br> • Professional attitudes, interaction and engagement<br> • Community links through delivery of programs and interaction during planned activities. Providing feedback for a range of people such as peers and learners<br> • Collaborative learning elements for a range of professional groupings Collaborative learning elements as a teaching tool for using in practice</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070113 - Teacher Education: Special Education
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>East Gipps Initial Teacher Ed (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>Warragul Initial Teacher Ed (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
38
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed2112">View unit fees</a>
Requisites
Prerequisite
<p>must have completed all of "<a href="/ords/r/curriculum/catalogue/course?p6_code=EDBED1013" target="_blank">EDBED1013</a>" / "<a href="/ords/r/curriculum/catalogue/course?p6_code=EDBED1014" target="_blank">EDBED1014</a>"</p>
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Describe how to adapt curriculum to ensure its accessibility to all</p>
K2
<p>Identify collaborative and consultative processes in working professionally with staff and students</p>
K3
<p>Examine how to provide effective feedback for peers and learners</p>
S1
<p>Plan and justify a range of ways to respond to individual needs of students</p>
S2
<p>Critically reflect on all aspects of collaboration; planning for teaching and learning</p>
S3
<p>Build skills to articulate and interact professionally with educators and students.</p>
A1
<p>Evaluate and improve teaching plans for a range of needs and abilities in the classroom through using various approaches and delivery methods</p>
A2
<p>Plan and structure learning programs incorporating a range of teaching strategies</p>
A3
<p>Critically reflect on ability to engage with peers and colleagues to improve practice and identify growth and learning.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Hurdle Task Critical reflection on attitudes, assumptions and expectations of children with additional needs that compares and contrasts initial thoughts against experience in schools. Focus on how interactions, discussions and observations changed thought processes and preconceptions.</p>
<p>Critical Reflection</p>
<p>S/U</p>
K2, S1, S2, A3
2
<p>Collaborative teamwork project: students work together to plan, design and deliver a group of activities that meet a point-of-need for students in a partnership school. An extended project that includes explanation of inclusive teaching strategies, peer evaluation and individual reflection to improve programs.</p>
<p>Collaborative Applied Task</p>
<p>40-60%</p>
K1, K2, S1, A1, A3
3
<p>Reflexive journal from teamwork project: participation, implementation and critical reflection on practice.</p>
<p>Differentiated Task</p>
<p>40% - 60%</p>
K1, K3, S1, S3, A1, A2
Supplementary assessment available:
No
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070113 - Teacher Education: Special Education
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>East Gipps Initial Teacher Ed (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>Warragul Initial Teacher Ed (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
38
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed2112">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDBED2112 - U6.0