UWA Handbook 2026

Unit Overview

Description

In this unit, pre-service teachers learn about contemporary, evidence-based classroom management. Pre-service teachers will focus on how and when to establish appropriate expectations (rules) and effective routines in primary school classrooms. They will examine the importance of establishing structured, safe and productive learning environments for all learners. Pre-service teachers will develop knowledge of high-efficacy proactive practices for encouraging expected behaviours for learning, socialisation and development as well as evidence-based practices for reducing and preventing unproductive behaviours, disengagement, and misbehaviour. These understandings will reinforce the need for high-quality instructional practice as proactive and preventative factors and the need to set high expectations for all students. These explorations will be underpinned by the requirement for all teachers to build positive relationships with their students. The use of calm, consistent and proportional responses, behavioural modelling and reinforcement of expected behaviours provide critical feedback to learners and reflect the expectations communicated through whole-school and system-level behaviour frameworks and policy. Pre-service teachers will connect theory to practice through the completion of a formal, assessed professional experience placement of 15 days (3 weeks), in a Year 3-6 classroom.

Credit

6 points

Offering
(see Timetable)

Availability	Location	Mode
Semester 2	UWA (Perth)	On-campus
Semester 2	Albany	On-campus

Details for undergraduate courses

• Level 2 core unit in the Primary Education major sequence

Outcomes

Students are able to (1) explain how knowledge of students' physical, social and intellectual development and characteristics informs how teachers create and maintain safe, well-structured learning environments; (2) apply knowledge and understanding of the research evidence for proactive practice, including rules and routines in establishing a structured, safe, and positive learning environment.; (3) apply and practise proactive and high-quality instructional practices to promote productive behaviours for participation, engagement and learning; (4) apply knowledge of proactive practices and techniques (including setting ambitious and personalised learning goals, building positive relationships, providing structure and routine) for all students across a range of learning environments.; (5) identify and explain common whole school behavioural frameworks; (6) plan for and implement effective teaching and learning that demonstrates knowledge and understanding of how students learn, and the implications for teaching; and (7) plan, structure and sequence learning using a variety of teaching strategies and resources.

Assessment

Indicative assessments in this unit are as follows: (1) critical reflection; (2) multimodal report; and (3) mentor report. Further information is available in the unit outline.

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the critical reflection, multimodal report, and mentor report components.

This unit is assessed on an ungraded pass/ungraded failed basis. All assessment items must be successfully completed.

Supplementary assessment is not available in this unit.

Unit rules

Prerequisites

Successful completion of

Unit(s) EDUC1014 Introduction to Professional Experience

Successful completion of

Unit(s) EDUC1018 Environment and Relationships in Primary School Settings (with formal Professional Experience)

Enrolment in

BH020 Bachelor of Education (Primary) (Honours)

Contact hours

30 hours plus 15 days professional placement in schools. It is an expectation that students attend tutorials to ensure adequate preparation for the 5 days of professional experience in schools.