Skip to Main Content
Catalogue Link
<a href="/ords/r/curriculum/catalogue/home" class="t-Header-logo-link"><span class="apex-logo-text">Handbook</span></a>
Hidden Page Items
New
8
New
HE Unit Template
New
Transition to the Profession 1
New
EDCEL2114 - Transition to the Profession 1
New
20270200
New
New
New
New
Course
New
Unit
New
New
8.0
New
New
2026-10-06
New
2026-10-06
New
Education
New
New
New
New
Institute of Education, Arts & Community
New
Education
New
Undergraduate
New
15
New
New
.125
New
070199
New
Teacher Education, n.e.c.
New
070199 - Teacher Education, n.e.c.
New
<a href="http://www.federation.edu.au/locate/unit/edcel2114">View unit fees</a>
New
Graded (e.g. HD, D, C, etc)
New
7
New
Bachelor Degree
New
Intermediate
New
New
New
New
1
New
New
New
New
New
true
New
15
New
113
New
<p>This unit introduces Pre-Service Teachers (PSTs) to the individual and collective understandings of the education profession. It frames learning within the context of developing practices and knowledge associated with becoming an active and engaged professional teacher. Verbal and non-verbal communication strategies to support student learning and engagement are examined. Effective communication strategies to work effectively with the professional learning community and parents/carers are considered. Drawing on the relevant legislative policies, PSTs consider their ethical responsibility to students and describe strategies that support student safety in educational settings.</p>
<p>A 15 day professional experience is attached to this unit. During the placement, students will continue to develop skills and knowledge aligned with the Australian Professional Standards for Teachers (APST) through authentic, practical experiences under the guidance of qualified mentors. This placement will be completed in an education setting relevant to the specific student’s course of study.</p>
<p>Throughout the placement, PSTs are required to complete designated professional learning activities in collaboration with their assigned mentors.</p>
New
New
<p>Topics to be covered:</p>
<p>• Dynamic communication models applicable to teaching and learning, including the transactional model.</p>
<p>• Verbal and non-verbal communication strategies to support student learning and engagement in the classroom</p>
<p>· Communication strategies to involve parents/carers in the educative process.</p>
<p>• Teaching and learning as a communication process.</p>
<p>• Introduction to using a range of assessment data to inform teaching and learning.</p>
<p>· Becoming a teacher (Introduction to the profession).</p>
<p>• Readiness for the professional experience placement.</p>
<p>• Introduction to legislative requirements, ethics, codes of conduct and mandatory reporting.</p>
<p>· Strategies to maintain student wellbeing and safety in educational contexts.</p>
<p>• Constructive feedback principles using the transactional process model.</p>
<p>· Professional experience placement requirements.</p>
<p>• Australian Professional Standards Teachers (APST) and purpose in the teaching profession.</p>
New
true
New
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
New
true
Hidden Page Items
Semester
Semester
0200
Year
Year
2027
Current Year
2026
Breadcrumb Positioning
Handbook
EDCEL2114 - Transition to the Profession 1
Pseudo Breadcrumb
EDCEL2114 - Transition to the Profession 1
Breadcrumb Type
Unit
Catalogue Term and Year
Version Text
You are viewing a version for
Semester
Semester 1
Semester 2
Summer Semester
Year
2027
2026
Download PDF
RDS Holder
Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit introduces Pre-Service Teachers (PSTs) to the individual and collective understandings of the education profession. It frames learning within the context of developing practices and knowledge associated with becoming an active and engaged professional teacher. Verbal and non-verbal communication strategies to support student learning and engagement are examined. Effective communication strategies to work effectively with the professional learning community and parents/carers are considered. Drawing on the relevant legislative policies, PSTs consider their ethical responsibility to students and describe strategies that support student safety in educational settings.</p> <p>A 15 day professional experience is attached to this unit. During the placement, students will continue to develop skills and knowledge aligned with the Australian Professional Standards for Teachers (APST) through authentic, practical experiences under the guidance of qualified mentors. This placement will be completed in an education setting relevant to the specific student’s course of study.</p> <p>Throughout the placement, PSTs are required to complete designated professional learning activities in collaboration with their assigned mentors.</p>
Unit content
<p>Topics to be covered:</p> <p>• Dynamic communication models applicable to teaching and learning, including the transactional model.</p> <p>• Verbal and non-verbal communication strategies to support student learning and engagement in the classroom</p> <p>· Communication strategies to involve parents/carers in the educative process.</p> <p>• Teaching and learning as a communication process.</p> <p>• Introduction to using a range of assessment data to inform teaching and learning.</p> <p>· Becoming a teacher (Introduction to the profession).</p> <p>• Readiness for the professional experience placement.</p> <p>• Introduction to legislative requirements, ethics, codes of conduct and mandatory reporting.</p> <p>· Strategies to maintain student wellbeing and safety in educational contexts.</p> <p>• Constructive feedback principles using the transactional process model.</p> <p>· Professional experience placement requirements.</p> <p>• Australian Professional Standards Teachers (APST) and purpose in the teaching profession.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070199 - Teacher Education, n.e.c.
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p><p>South West Initial Teacher Edu (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
113
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edcel2114">View unit fees</a>
Requisites
Prerequisite
<p>must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=EDLAN1000" target="_blank">EDLAN1000</a></p>
Corequisite
None
Exclusion
<p>must not have completed 1 of <a href="/ords/r/curriculum/catalogue/course?p6_code=EDBED2114" target="_blank">EDBED2114</a>/<a href="/ords/r/curriculum/catalogue/course?p6_code=EDCEL2115" target="_blank">EDCEL2115</a>/<a href="/ords/r/curriculum/catalogue/course?p6_code=EEZED2711" target="_blank">EEZED2711</a>/<a href="/ords/r/curriculum/catalogue/course?p6_code=EEZED2722" target="_blank">EEZED2722</a></p>
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>Connect educational theory to authentic teaching practice, using inquiry and reflection to improve professional learning.</p>
K2
<p>Use a range of verbal and non-verbal communication models and strategies to support engagement and effective classroom interaction.</p>
K3
<p>Interpret assessment evidence to evaluate student learning and communicate timely, constructive feedback to students and parents/carers.</p>
K4
<p>Understand legal, ethical, wellbeing and safety responsibilities of teachers, including codes of conduct, mandatory reporting, and the APST.</p>
S1
<p>Collaborate with the supervising mentor to negotiate professional duties, set goals and plan learning tasks aligned to the placement context. </p>
S2
<p>Reflect on strengths and areas of development for a learner and use this reflection to guide teacher feedback to enhance future learning.</p>
S3
<p>Plan, document and evaluate lessons, including selecting and applying verbal and non-verbal communication strategies to enhance teaching and learning.</p>
S4
<p>Apply legal, ethical and professional responsibilities (including codes of conduct and mandatory reporting) and use constructive feedback principles to improve teaching and support student learning.</p>
A1
<p>Plan, complete and document professional learning tasks relevant to the placement, including developing an online resource folder aligned to the Professional Standards. </p>
A2
<p>Maintain an online journal that demonstrates reflect-on-action about your personal learning and developing professional practice. </p>
A3
<p>Analyse classroom communication by identifying one verbal and one non-verbal event to improve and develop an action plan to strengthen your practice. </p>
A4
<p>Use assessment data to inform feedback to students and parents/carers and respond to an ethical/code-of-conduct/safety case study with resolutions that meet legislative requirements. </p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Demonstrate achievement of the Australian Professional Standards for Teachers through the completion and submission of required online assessment forms by PST and school mentor/supervising teacher.</p>
<p>Placement Reports</p>
<p>S/U Hurdle</p>
K1, S1
2
<p>Successful completion of 15 days placement.</p>
<p>Placement</p>
<p>S/U Hurdle</p>
K1, S1, S3, A1, A2
3
<p>Using a scenario of student learning in the classroom, identify and describe the communication strategies used by the teacher in the scenario. Identify two communicative events – one verbal and one non-verbal - that could be enhanced and develop a written plan of action.</p>
<p>Group Presentation</p>
<p>30% - 40%</p>
K1, K2, A3
4
<p>Investigate assessment data that are used to assess student learning.<br> Make connections to the communication strategies that could be used by the teacher to discuss the data with the student and parents/carers.</p>
<p>Written report</p>
<p>40% - 50%</p>
K1, K2, K3, S2, S3, A4
5
<p>Examine a case study of an ethical, code of conduct or safety scenario.</p><p> Consult the relevant legislative documents and prepare a presentation about the scenario, and resolutions articulating how legislative requirements are met.</p>
<p>Digital presentation</p>
<p>20% - 30%</p>
K4, S4
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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:
070199 - Teacher Education, n.e.c.
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p><p>South West Initial Teacher Edu (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
113
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edcel2114">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDCEL2114 - U8.0