Unit EDBED4113 - Transition to the Profession 2 | Federation University Handbook

Breadcrumb Positioning

Unit description

This unit supports pre‑service teachers’ transition into the profession by developing ethically grounded, legally compliant, and reflective professional practice aligned to the Australian Professional Standards for Teachers (APSTs). Pre‑service teachers critically examine their ethical and legal responsibilities, including duty of care, professional boundaries, child safety, and risk management, across classroom and non‑classroom contexts.The unit develops capability in planning for and engaging in ongoing professional learning, collaborating with colleagues, professional networks and external professionals, and applying standards‑informed reflection to professional identity development. A core emphasis is placed on respectful, inclusive, and culturally responsive engagement with parents/carers and communities, recognising families as key partners in learning. Pre‑service teachers analyse and develop professional communication strategies, including the effective and ethical use of digital platforms, to support transparency, collaboration and accountability. Pre-service teachers develop skills to recognise and manage a range of risks within their practice, both inside and outside the classroom. Through this, they develop an understanding of the need for appropriately managed risk to underpin contemporary outdoor learning approaches across the school years.

Unit content

Topics to be covered:<ul><li>Professional Ethics and Legal Responsibilities (duty of care, codes of conduct, professional boundaries, child safety).</li><li>Legislation, Compliance and Educational Policy (teacher responsibilities, school procedures, mandatory requirements).</li><li>Risk Management in School and Outdoor Contexts (risk assessment, excursions, safety planning).</li><li>Professional Identity and the Australian Professional Standards for Teachers (APSTs) (graduate to proficient teacher transition).</li><li>Professional Learning and Career Development (reflection, professional learning plans, portfolios, employment preparation).</li><li>Collaboration, Mentoring and Professional Networks (working with colleagues, external professionals and associations).</li><li>Family, Community and Culturally Responsive Partnerships (engaging parents/carers and diverse communities).</li><li>Professional Communication and Digital Professionalism (communication strategies, digital platforms, professionalism online).</li></ul>

Institute / school:

Institute of Education, Arts & Community

Discipline:

Education

Study level:

Undergraduate

Credit points:

EFTSL:

0.125

Field of education:

Offering:

Grade scheme:

Graded (e.g. HD, D, C, etc)

Placement component:

Fee information:

Prerequisite

Corequisite

Exclusion

Learning outcomes

Ref	Outcome
K1
K2
K3
K4
K5
K6
S1
S2
S3
S4
S5
S6
A1
A2

Ref	Learning task	Assessment type	Weighting	Learning outcomes assessed
1	<p>Students compile a standards‑aligned portfolio evidencing their development as a professionally engaged graduate teacher. The portfolio includes:</p><ul><li>A Professional Learning Plan informed by self‑assessment against the APST.</li><li>Evidence of engagement with professional learning activities, policies, or resources.</li><li>Documentation of engagement with peers, mentors, professional networks or external professionals.</li><li>The development of key selection criteria and a professional resume.</li><li>Venue assessment for an outdoor learning activity relevant to the PSTs’ learning areas and year levels.</li><li>Reflective analysis demonstrating how professional learning and collaboration inform ethical, inclusive and risk‑aware practice.</li></ul>
2	<p>Students respond to three complex, authentic school-based scenarios that are randomly assigned in an online test. Each student gets one case study on each of:</p><ul><li>ethical and legal responsibilities (e.g. duty of care, professional conduct) or</li><li>risk management across classroom or non‑classroom contexts (e.g. excursions, practical learning) or</li><li>communication with parents/carers and community members.</li></ul>

Supplementary assessment available:

Supplementary assessment information:

FedTASK	Description of FedTASK outcome	Level

FedTASK

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (Transferable Attributes Skills and Knowledge) 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.

Institute / school:

Institute of Education, Arts & Community

Discipline:

Education

Study level:

Undergraduate

Credit points:

EFTSL:

0.125

Field of education:

Offering:

Grade scheme:

Graded (e.g. HD, D, C, etc)

Placement component:

Fee information:

Add Info Static Text

Internal reference: EDBED4113 - U5.0

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Catalogue Term and Year

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Parent Region

Overview

Key information

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Learning Outcomes

Assessment

Learning Tasks and Assessment

FedTASK

Key information

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EDBED4113 - Transition to the Profession 2

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EDBED4113 - Transition to the Profession 2

Breadcrumb Type

Catalogue Term and Year

RDS Holder

Parent Region

Overview

Key information

Requisites

Learning outcomes

Learning Outcomes

Assessment

Learning Tasks and Assessment

FedTASK

Key information

Additional information

Footer

Traditional Custodians

Main Footer

Section 1

Section 3