Available in 2022
Course code



10 units


6000 level

Course handbook


EDUC6109 Integrated Fieldwork Studies provides participants with an opportunity to explore and/or expand their specialisation in school, early childhood, or special education settings.

Participants are required to complete a practicum experience relevant to their specialisation and critically reflect on their professional experience in the school context, giving consideration to their professional (in most cases, teaching) philosophy.

For course participants in the Masters of Education (Teacher Retraining Stream), and the Masters of Special and Inclusive Education, depending on the relevant regulatory authorities’ accreditation requirements, the length of the practicum will vary:

- For most students, the practicum will be 15 days.

- Victorian DET Scholarship students enrolled in the Master of Special and Inclusive Education are required to complete 30 days of practicum. This will be broken into two 15 day phases, with one placement in a special education setting and one phase in an inclusive (mainstream) setting (* see note below on the definition of an ‘inclusive setting’ for the purposes of this course).

For course participants in the Master of Applied Linguistics:

- The NSW Department of Education will recognise graduates of the Master of Applied Linguistics as an English as a Second Language Teacher, where they have also completed an accredited teaching degree and have been registered as teachers with the NSW Education Standards Authority (NESA).

- Qualified teachers who wish to gain accreditation as an English as a Second Language Teacher must: complete EDUC6109 Integrated Fieldwork Studies and 40 units of Directed courses in their program of study.

- EDUC6109 must be taken in the final term of study.

- For recognition in other states and territories, graduates should contact the Department of Education in the relevant jurisdiction to determine the specific requirements for recognition as an English as a Second Language Teacher.



  • Semester 1 - 2022
  • Semester 2 - 2022

Learning outcomes

On successful completion of the course students will be able to:

1. Demonstrate an understanding of their ethical behaviour contextualised in their professional standards and articulate a professional philosophy relevant to their specialisation

2. Apply concepts and methods related to models of teaching and learning such as the Quality Teaching Model, Response to Intervention or Universal Design for Learning

3. Depending on specialisation, deliver a series of lessons, activities or interventions within a mainstream (and/or inclusive) school, early childhood or special setting that meets the needs of a variety of students

4. Critically reflect on professional practice with consideration given to models of learning and professional standards frameworks


  • Working within relevant professional standards frameworks
  • Ethics, ethical behaviour, and codes of conduct
  • Theories of teaching and learning such as the Quality Teaching Model, Response to Intervention and Universal Design for Learning
  • Curriculum planning and design
  • Interpret and critique colleague and supervisor feedback
  • Philosophy of education, professional philosophy and professional identity
  • Praxis, reflection and critical reflecting on educative practice

Assessment items

Report: Professional Experience Report 50%

Portfolio: ePortfolio 50%

Compulsory Requirements

In order to pass this course, each student must complete ALL of the following compulsory requirements:

Pre-Placement Requirements:

  • Anaphylaxis Training - Students must complete approved anaphylaxis training.
  • Child Protection Awareness Training - Students must complete approved child protection awareness training.
  • Working with Children - A national criminal history check and review of findings of misconduct involving children, required for any child-related work.

Contact hours


Integrated Learning Session

Online 2 hour(s) per Week for Full Term

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.