Unit Outline

Work in this unit represents a culmination of your teacher education journey and is an important bridge to your ongoing development as a professional. Through engagement with a range of blended learning activities and the Australian Professional Standards for Teachers (graduate level) you will participate in, and lead, a range of learning experiences designed to help you transition from pre-service teacher to beginning teacher as you enter the profession, nationally and internationally. The unit focuses on the task of preparing you for the workplace with an emphasis on critical reflection in relation to theory and professional practice. You will reflect on your academic and professional experiences throughout the course, which will enable you to refine your approach to learning and teaching. Through a process of planning, teaching, assessing, reflecting and appraising impact of teaching during your final Professional Experience placement, you will clearly and coherently communicate an independent exposition of your professional learning through the completion of the Graduate Teacher Performance Assessment (GTPA).

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Collect, interpret and use a variety of student data and evidence for diagnostic, formative and summative purposes to establish students’ current level of performance, desired level of performance, and readiness for learning. Use the official curriculum and other relevant materials to plan connected teaching and learning sequences while identifying opportunities for explicit teaching of literacy and numeracy in the curriculum.
2	Employ a range of suitably challenging and engaging teaching and learning strategies that connect to and build on students’ prior learning while providing differentiated teaching and learning opportunities. Teach general capabilities, including literacy and numeracy, required for student success in learning while making suitable adjustments to teaching based on ongoing student data gathering and analysis.
3	Select and use a variety of assessment tools and practices, addressing fitness for purpose and principles of inclusion. Provide feedback to learners to inform student self-assessment, goal setting, and to progress learning. Make judgements of the quality of student work with reference to curriculum and achievement standards independently and through moderation practices.
4	Describe and analyse the scope and sufficiency of initial and ongoing data choices for identifying students’ learning needs and informing next-step teaching. Identify and describe differences between planned and enacted teaching, and related pedagogical reasoning. Discuss how evidence of learning is used to monitor student progress and to modify teaching and assessment strategies while identifying and justifying future teaching and assessment practices in relation to relevant theory.
5	Evaluate the effectiveness of teaching through demonstrated impact on student learning and to examine and discuss how teaching decisions were effective or not effective in progressing student learning and why.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	Completion of 350 CP including EPR303 or ESH303 or EAL302 or ESP307 AND EPE101 AND EPE102
Co-requisite	ESH308 or EPR300 or ESH313 or ESP300 or ESH301

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	GTPA Submission	Refer to Assessment Description	100 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: GTPA Submission

Task Description:

The GTPA will be due nine (9) days after the conclusion of the scheduled Professional Experience placement.

The completed GTPA submission must include:

Professional Experience Context Statement that presents characteristics of the school and classroom site where the GTPA was completed (Attachment 1);

The demonstration of competence in five interrelated practices: planning, teaching, assessing, reflecting, and appraising (5000 words);

Profile of system data and classroom evidence collection and use (Attachment 2);

Evidence of moderation practice (Attachment 3);

The accompanying evidence requirements as specified for each practice;

A reference list of all materials (curriculum, school documents, policy, theory and research) cited in your submission using APA (7th edition).

The submission must show demonstrated connection of theory and practice. The evidence chosen to support or illustrate practices is to be integrated into your submission. This may include print, visual, audio and multimodal materials.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4, 5.5, 6.4 and depending on Professional Experience context: 1.4, 1.6, 2.4, 3.7, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3, 7.2, 7.3, 7.4

Task Length:

5000 words

Due Date:

Refer to Assessment Description

Weight:

100 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Planning using data and evidence	LO1, LO2, LO3, LO4, LO5
2	Teaching and learning	LO1, LO2, LO3, LO4, LO5
3	Assessing, feedback and professional judgement	LO1, LO2, LO3, LO4, LO5
4	Reflecting on teaching	LO1, LO2, LO3, LO4, LO5
5	Appraising impact of teaching	LO1, LO2, LO3, LO4, LO5

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.