Part A: Select a class group from the provided classroom profiles. These profiles document the learners' academic levels, learning styles, interests, strengths and weaknesses and their behaviour. There are several scenarios to choose from spanning early childhood and primary classrooms.

In this assessment you will be asked to refer to the school behaviour policy which has also been provided to you on the Moodle site.

Part B: You are to create the following documents:

• a Classroom Management Plan which outlines your philosophy, a set of classroom rules and your preferred preventative, supportive and corrective behaviour management strategies (a template will be provided). As a guide, this document should be 2-3 A4 pages; and
• a plan for one whole session of the school day that you might be required to manage and teach in the classroom that matches the classroom profile you selected.  The plan may be a morning, middle or afternoon session and should be written upon the daily planning template provided on the unit Moodle site. Transitions in, out and within the classroom are an important focus of this activity.

As a minimum, your plan must include:

• bringing the learners into the classroom at the start of the day or after a break;
• transitions between at least two scheduled lessons or classroom activities; and
• dismissing the class at the end of the day or for a recess break.

Use the first 4 columns on the template to record time frames, learning goals for each lesson/activity, a brief outline of the introduction, body and conclusion of key lessons or activities and resources required. In the final column, record strategies and considerations for classroom management and organisation to create a positive and organised classroom learning environment at each stage of the planned session. As a guide, this document should be 3-4 A4 pages.

Part C: Write a justification of no more than 750 words that:

(a) explains how your selected strategies align with the provided school policy and classroom rules you created to align with your classroom setting; and

(b) justifies how your selected strategies will achieve each of the following outcomes:

1. Create a positive and supportive learning environment that encourages participation of all students
2. Manage challenging or off-task behaviour that may arise during the session
3. Make specific links to your chosen Class Profile and Classroom Management Plan and include in your assignment submission

You must make specific links to your chosen Class Profile and your Classroom Management Plan and include a copy of your Classroom Management Plan in your assignment submission. Also, ensure that you reference your justification using the unit readings from Moodle.

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text referencing, direct quotations and words contained within tables that are in the body of the assignment.

NOTE: This assessment task provides opportunities for reflection on the Australian Professional Standards for Teachers and teachers' responsibility for creating supportive learning environments. The task provides evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 1.2, 3.1, 3.6, 4.1, 4.2, 4.3 and 6.2.

1. Knowledge and understanding of strategies for classroom organisation and management that support all learners (APST 1.1, 1.2)

2. Demonstrated ability to plan for challenging learning experiences and reflect on learning success (APST 3.1)

3. Understanding of the teacher’s role in creating supportive and inclusive learning environments (APST 4.1, 4.2)

4. Knowledge and understanding of essential skills for classroom management and their impact on student learning (APST 4.3)

5. Personal and academic literacy

This task consists of 3 components:

a). Formative assessment - Completion of placement compliance form. You will access and complete this form through the SONIA placement system. Once you have agreed to each of the statements and submitted the form, it will be available to download through SONIA. A copy of this completed form needs to be uploaded to the assessment link in Moodle by July 28, 2023.

b). Formative assessment - Compulsory Online Quiz. You will complete a 15 question quiz based on the content from the unit (weeks 1-10). To pass this task and proceed to placement, 100% (that is 15 out of 15) needs to be acieved. You are able to take the quiz as many times as needed to achieve 100%. The achievement of 100% needs to be completed by 29 September. Failure to complete the quiz will result in cancellation of your placement.

c). Undertake a 20 day supervised placement in a primary school setting as detailed below and complete all tasks outlined in the Information and Guidelines Booklet for Professional Practice 2 (Primary). These tasks include the development of a Classroom Management Plan, planning and teaching whole class lessons and working alongside your supervising teacher. You will teach whole class lessons (from your third day in the classroom) that build to whole sessions and half days, and at least two full days by the completion of the four-week block. The application of your knowledge about the pervasive nature of literacy and numeracy across the curriculum and the use of ICTs to enhance student learning and engagement will also be key features of the professional practice block.

The placement consists of a 20 day assessable block

• An up-to-date working portfolio must be maintained throughout the placement.
• The working portfolio should include a copy of the updated classroom management plan you create for your placement class, the school policy for responsible behaviour, a copy of the classroom rules and written observations of the class routines in place for movement, transitions and organisation of learning activities in addition to records of all observations, planning, evaluation and reflection conducted throughout the placement.
• See the Information and Guidelines Booklet for further details of the records that must be kept in the working portfolio.

At the end of the second week of the 4 week block, an Interim Report will be completed by the Supervising Teacher to identify progress towards demonstrating the identified aspects of the Australian Professional Standards for Teachers. Based on the Interim Report, pre-service teachers will outline a minimum of 2 professional goals to be achieved by the end of the block.

The final assessment report for the 20-day school placement will be completed by the Supervising Teacher on the final day of the four-week continuous block. This digital report will be forwarded directly to the mentor teacher for completion. You will upload your attendance record as evidence of completing all 20 days. The due date will be 03 November, 2023.

It is the electronic copy that MUST be completed correctly and signed by all parties before it is lodged at the Professional Practice Office at CQUniversity. Once signed by the teacher and submitted, it will be forwarded to the Student for review and signing. After being submitted by the Student, the FSR will be forwarded to the CQUniversity staff member for lodgment in "SONIA" and recording of grades.

NOTE: This assessment task provides opportunities for demonstrating aspects of the Australian Professional Standards for Teachers in authentic settings. The task can be used as evidence for 1.1, 1.2, 1.3, 1.5, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 6.1, 6.3, 6.4, 7.1 and 7.2.

Assessment criteria are outlined in detail in the Information and Guidelines booklet. Assessment criteria are drawn from the Australian Professional Standards for Teachers (Graduate Level).

Select a sequence of 3 lessons that you have planned and implemented during your 4 week block (Professional Practice 2 placement) for your portfolio. You may have taught more than 3 lessons in your sequence, so select the lessons that best reflect your learning and development as a teacher. Your lessons should be in one learning area only, and be part of a sequence that scaffolds the knowledge and understanding students are required to demonstrate their learning in a final summative assessment task.

Create your portfolio by selecting the following artefacts:

· photograph/s and description of your context;

· a sample of a formative assessment tool or strategy that you used to check for student understanding;

· 2 copies of annotated students’ responses. Responses may be work samples, completed worksheets or records of students’ responses to questioning used during the lessons;

· a copy of three lessons from the learning sequence with the evaluation section completed;

· a copy of your Interim Report;

· a brief overview of the curriculum content descriptions and summative task that students were expected to complete or completed at the end of your teaching sequence;

· 2 copies of annotated students’ responses to the summative assessment task. Responses may be work samples, completed worksheets or records of students’ responses to questioning used during the lessons; and

· a copy of your revised classroom management plan.

As part of the template provided, you are to record your responses to the questions presented as a guide. These questions will provide you with the opportunity to explain and reflect upon your teaching practice based on the artefacts you have been asked to include. Try to make links between the evidence of your practice as shown in your portfolio and your engagement with specific descriptors from the Australian Professional Standards for Teachers outlined on the Final Summative Report for your Professional Practice placement. You are to include the script of your voice recording of your responses to the prompts embedded in the template provided.

Your script should be approximately 1000 words in length and should address the prompts contained in the template slides.

As a guide, work count for each section could be:

Formative Assessment (Slide 4 of template) approximately 100 words;

Lesson Sequence (Slide 7 of template) approximately 250 words;

Lesson Sequence Reflection (Slide 9 of template) approximately 250 words;

Summative Assessment (Slide 4 of template) approximately 100 words;

Feedback and Mentor Discussions based on your Interim Report (Slide 12) approximately 200 words;

Changes to Management Plan (Slide 14) approximately 100 words.

The word count is considered from the first word of your script to the last word of the conclusion. As this is a verbal response to your practicum, no in-text referencing is required.

This assessment task is to be submitted no later than one week after the conclusion of your placement for Professional Practice 2. You will submit this task in two parts; firstly your Powerpoint using the provided template and secondly, a copy of your full script. You will be required to upload these into the task 3 link on Moodle.

You will upload your Powerpoint and your word document to the link for Assessment Task 3 on Moodle with your name, student number and enrolment code so that your lecturer can view and mark your submission.

NOTE: This assessment task provides opportunities for reflection on the Australian Professional Standards for Teachers and teachers' responsibility for creating supportive learning environments. The task provides evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 6.1 and 7.1, but also addresses 1.2, 1.5, 3.2, 3.6, 4.1, 5.1 and 6.3.

1. Justification of planning decisions and teaching strategies that align with curriculum intent (APST 3.2, 6.1, 6.3) 
2. Evaluation of the appropriateness of formative assessment techniques for monitoring student learning (APST 3.6, 5.1)
3. Knowledge and understanding of teaching and classroom management strategies for creating positive and supportive learning environments (APST 4.1, 7.1)
4. Understanding the need to respond to the learning needs of diverse student groups (1.2, 1.5)
5. Reflection on feedback to identify teaching strengths and set professional learning goals (APST 3.6, 6.1)