You will create a Professional Resource Package modelling highly effective teaching practice that draws on the content knowledge and pedagogical content knowledge that you have developed in your area of specialisation.  This package could be used by teachers in classroom contexts or parents/carers who are supporting students in remote learning contexts.

The Professional Resource Package contains four parts as outlined below. You must complete all parts of the task and submit all required documentation as outlined in each part below for final assessment.

Part 1: Preparation of a Professional Resource Package

Select a grade of your choice from one of the approved specialist learning areas for your course.  These areas are English, Mathematics or Science if you are enrolled in CC12 Bachelor of Education (Primary) or English if you are enrolled in CC14 Bachelor of Education (Early Childhood).

Part 1 (a)

• Create a learning sequence (approximately 5 lessons) that develops knowledge, understanding and skills of the learning area content that students must learn to complete a meaningful summative task.
• Create a brief written overview of the learning sequence that records the curriculum intent (Content Descriptions and Year Level Achievement Standard); proposed teaching and learning; and assessment.
• Select a concept from the learning sequence that is challenging for students to learn.  Within the written overview, identify where in the sequence of lessons the challenging concept would be introduced to support students to complete a meaningful summative task.
• Create a video resource (no more than 6 minutes in length), targeted at students, that could be played in a classroom or online learning environment to support students' understanding and application of the concept for meaningful purposes. 

In the design of all aspects of Part 1(a), you will need to consider how to make the learning accessible to students from a wider range of abilities and backgrounds.

Part 1 (b)

• Identify and select a lesson from the learning sequence you have created in Part 1(a).
• Create a lesson plan and associated resources to demonstrate how you would teach the selected lesson.
• Use your lesson plan to write a script that illustrates how the lesson would be implemented with learners to support their engagement in the planned activities and their achievement of the intended learning goal.

What to submit for Part 1:

• A brief written overview of the lesson sequence
• Video file of the challenging/difficult concept
• Lesson plan PLUS all resources that are part of the lesson plan
• Script

Part 2: Explaining how to use the Professional Resource Package

Create a Professional Development PowerPoint Presentation with notes pages or voiceover that explains how teachers can use the Professional Resource Package you have created in Part 1a and 1b. The presentation  must include the following features:

· Explanation of why the learning is important for students in the chosen year level

· Identification of common misconceptions or challenges that present barriers to learning for some students

· Key features of the teaching strategies you have modelled that promote the ways of working in your specialisation and/or have a positive impact on student learning

· Terminology that is important to use to support student understanding and achievement of learning intentions

· Examples of questions that can be used to check for understanding

· Examples of expected student responses to activities included in the lesson

· Suggestions for follow-up activities that provide meaningful opportunities for students to apply/practise the knowledge and skills that are the focus of the intended learning

What to submit for Part 2: A copy of the Professional Development PowerPoint  presentation. (Please also ensure that you submit the sound file if using voiceover).

Part 3: Evaluation of the presentation

You will create an evaluation sheet seeking feedback on specific aspects of your resources; for example, the design of the resources, delivery of the content, selection of teaching strategies, fitness for purpose in meeting the needs of an intended audience.

You will work with a teaching colleague or peer for the purposes of evaluation and feedback on the Professional Resource Package you created in Part 1(a), Part 1(b) and Part 2. 

What to submit for Part 3:

A copy of a completed evaluation sheet showing the feedback you received from a peer.  (The evaluation sheet should include the questions you posed for seeking feedback on your resources/presentation.)

Part 4: Reflection on the feedback received in Part 3

For this part of the task, you will write a brief reflection of no more than 500 words addressing the feedback that you received in Part 3. Your reflection should defend and justify teaching strategies that you believe will have a positive impact on student learning and identify any adjustments or changes you would make to either the presentation or the resources in response to feedback.

What to submit for Part 4:

The written reflection and reference page.  

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 
•  No Gen AI use at any point during this assessment.

Alignment between planning, teaching and learning and curriculum intent

Evidence of content knowledge and pedagogical content knowledge in an area of curriculum specialisation

Explanation and justification of planning and teaching decisions

Critical reflection on the impact of teaching practice on student learning

This task contains two parts: Part A and Part B as described below. You must complete both parts of the task.

Part A: Throughout the period of your final professional experience placement of PP4, collect evidence that illustrates your understanding of the defining features of Catholic schools.

The evidence you select should demonstrate your knowledge of Church and local documents related to teaching Religion as well as highlight the ways in which the nature and purpose of Religious Education as outlined in the Teaching and Learning Framework (Rockhampton Diocese) are enacted and made visible at your placement school.

Suitable evidence could include images, photographs of icons, extracts from the school mission statement as well as records of staff meetings, professional development sessions, observation notes from school liturgies and other school / community practices and experiences, or interviews and discussions with key staff involved in the design and delivery of religious education (e.g. the APRE).

Write a brief annotation of no more than 25 words for each piece of evidence you have selected that explains how it contributes to your understanding of the roles and responsibilities of teachers in Catholic schools.

Your selected artefacts should be organised and presented as a single file (e.g. document in word or pdf format, PowerPoint, or any other suitable electronic format)

Part B

Maurice Ryan (1997, p. 2) in “Foundations of Religious Education in Catholic Schools” poses the question: “Is the (Catholic) school meant to be a place of nurture for people in the Christian faith, or is it meant to teach an understanding of Christianity in particular and religion in general?”

Write a critical reflection that explains and evaluates your understanding of the role and responsibilities of teachers in the Catholic Education system. Your reflection should be written to include your emerging personal professional philosophy as a future teacher within this system.

The reflection should answer / respond to the question framed by Ryan and make specific reference to the evidence you have included in Part A and the guidance provided for teachers in the Teaching and Learning Framework and Church documents that shape the identity and purpose of contemporary Catholic schools.

Length: Word limits do not apply to the collection of evidence given the multimodal format. Annotations should be no more than 25 words for each piece of evidence included.

The reflection should be 1000 words in length.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 
•  No Gen AI use at any point during this assessment.

Understanding of teachers’ professional roles in achieving the purposes of Catholic education (APST 6.4, 7.1)

Knowledge of human, physical and information resources and networks that support teachers’ professional learning and contribute to improved teaching practice and engagement with Catholic school communities (APST 6.2, 7.2, 7.3, 7.4)

Critical reflection on the ethical, institutional, collegial and community responsibilities of teachers in the Catholic schooling system (APST 6.3, 7.1, 7.2, 7.4)