Bachelor of Education Primary and Early Childhood

Verbal expression and comprehension (understanding)

What do I need to be able to do?

Understand and respond to verbal communication.

In an education setting such as a school, this will assist you with listening, understanding and responding to feedback from supervising teachers

Verbally communicate clear instructions and explanations in a time responsive way.

In a school classroom environment, verbal communication is the primary source of communication between you, your school students and your team.

Clear communication assists with fostering student learning and school classroom management safely.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Additional time allowances for comprehension and expression may be available to you for on-campus learning activities.

Professional experience placement tasks in an education setting may require time responsive communication. This should be discussed with your placement coordinator prior to commencement.

Social communication

Social Communication refers to the capacity to understand and use appropriate non-verbal communication such as: eye contact, gestures, facial expression, speaking volume, tone of voice, proximity and verbal turn-taking.

What do I need to be able to do?

Recognise, interpret, use and respond to non-verbal communication appropriately in both on-campus and professional experience placements to build relationships, foster student learning and establish trust

In a school classroom environment, tasks which require your use of social communication abilities include:

• recognising the social communication used by school students, particularly in situations when students may not be able to verbalise distress, discomfort or fear
• responding to school students by using your own social communication skills, such as open body language and eye contact
  
• using your facial expressions to display understanding and empathy. 
  

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.  

Consideration will be given to the use of non-verbal communication appropriate to your disability or condition for example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual means of social communication. 

Reading

What do I need to be able to do?

Read and understand a range of written material in differing forms from a variety of sources such as: on screen material, reference material and /or handwritten notes.

In a school classroom environment, essential information is communicated in written form.  Tasks which require your use of reading include:

• modeling accurate reading such as reading books to school students
• reading and comprehending school student reports

The ability to read, understand and interpret written information is fundamental for the delivery of teaching content.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencement.

Writing (Written Language)

N.B. This refers not to the physical act of writing but rather to the written content.

What do I need to be able to do?

Produce coherent written communication appropriate to both on-campus learning activities and professional experience placements

In an education setting, tasks which require clear, concise, accurate and time-efficient writing include:

• modeling accurate spelling and grammar in the school classroom environment
• contributing to reports, school students’ profiles, lesson materials, curriculum plans and assessment tasks 

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencement.

Number Skills (Numeracy)

Numeracy is the ability to understand and work with numbers. Basic numeracy skills consist of comprehending fundamental mathematics like addition, subtraction, multiplication, and division.

What do I need to be able to do?

Demonstrate that you can correctly apply basic mathematics knowledge and mathematical skills for on-campus learning activities and professional experience placement tasks.

In an education setting, tasks which require your use of number skills include:

• modelling and teaching basic number concepts in a school classroom environment
• analysing and interpreting student learning data to inform teaching

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your numeracy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencement.

What do I need to be able to do?

Correctly use and apply knowledge of theory, research, and practice gained from on-campus learning to school classroom environments during your professional experience placement

In an education setting, teaching assessment and intervention tasks include:

• Observing and analysing school students’ learning behaviours and learning evidence to inform curriculum planning
• Planning and organising effective learning experiences for school students that apply theoretical knowledge 

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use assistive technology and strategies such as rest breaks to support your memory, planning and organisation in the on-campus learning environment. The use of these strategies during professional experience placements should be discussed with the placement coordinator prior to commencement.

Vision

Visual acuity refers to the extent to which a person can see or interpret visual information. This may also include colour vision.

What do I need to be able to do?

In an education setting, tasks which require your vision include:

• monitoring children and young people’s attention to task in the classroom environment
• observing and managing children and young people’s actions in the classroom environment and school ground to ensure student safety

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of assistive technology to enhance vision will be considered. It is recommended that you discuss this with the ELS and placement coordinator prior to commencing your placement.

Glasses and other visual aids can be used during on-campus simulation and professional experience placement settings.

If you have been deemed legally blind or have a medical condition that may impact your vision, it is recommended that you discuss your condition with Equitable Learning Services. 

What do I need to be able to do?

In a school classroom environment, tasks which require hearing or alternatives (e.g. accurate lip reading, amplification equipment) include:

• monitoring inappropriate or off-task behaviour
• monitoring noise levels as an indicator of student engagement
• communicating with students to determine their education needs

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of augmentation such as lip reading and / or assistive technology e.g. ‘power’ amplified stethoscope to enhance hearing will be considered.

Students who are deaf and use Auslan may be able to negotiate professional experience placement within a specialised setting, where Auslan is the preferred language.

It is recommended that you discuss adjustments with the ELS and placement coordinator prior to commencing your placement.

In both the on-campus learning and professional experience settings, tasks may involve: lifting, carrying, pushing, pulling, standing, twisting or bending.

What do I need to be able to do?

In an education setting, tasks which require gross motor skills include:

• manual handling i.e. safely physically assisting babies, toddlers and young children with varying physical capacities to move from lying or sitting to a standing position
• positioning and setting up play equipment, furniture, cots and/or bedding equipment for children
• manipulating and operating cleaning equipment, specific to the setting which may include, sweeping with brooms, vacuum cleaners, mops and buckets. 

Safe manual handling minimises the risk of injury to yourself and others.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your individual circumstances and physical capacities. Any adjustments considered should not compromise patient safety.

This refers to the ability to undertake a task/s over a pre-determined period of time. This could include physical performance such as standing for a period of time, or cognitive (mental) performance such as concentrating for a particular length of time.

What do I need to be able to do?

In an education setting, tasks which require physical and mental endurance include:

• concentrating on for a full day of teaching  
• managing the planning and teaching for your final professional experience placement over a substantial and sustained period, relevant to an authentic school classroom environment e.g. over the period of a week.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your circumstances and physical capacities. You may use strategies such as rest breaks to support your performance for on campus learning contexts. It is recommended that you discuss the use of these strategies during placement with ELS and Placement Coordinator prior to commencement.