CQUniversity Unit Profile
EDFE14020 Professional Practice Specialisation
Professional Practice Specialisation
All details in this unit profile for EDFE14020 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

Effective instruction requires the application of professional knowledge about learning theory, curriculum content and the teaching strategies of a specific discipline or learning area. In this capstone unit, you will apply content knowledge and pedagogical content knowledge to design teaching and learning experiences that develop general capabilities underpinning the curriculum framework and have a positive impact on students’ understanding of key curriculum concepts in an area of specialisation from your course of study. You will create resources that illustrate exemplary practice in classroom and remote learning contexts and share these resources in a community of practice that replicates the collaborative processes that underpin continuous improvement in the teaching profession. Through a process of self-evaluation and reflection on your experiences in this unit and across your course of study, you will highlight your professional strengths and illustrate your preparedness for employment as a graduate teacher through the creation of a portfolio that supports the employment application process.

Details

Career Level: Undergraduate
Unit Level: Level 4
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Co-requisite:- Students must be enrolled in EDFE14021 in the same term of study as this unit so that a context is created for the completion of the practical assessment.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 2 - 2021

Bundaberg
Mackay
Mixed Mode
Online
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Practical Assessment
Weighting: 50%
2. Portfolio
Weighting: 50%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Staff feedback

Feedback

Due dates of assessment tasks

Recommendation

Due dates of the assessment tasks will be carefully considered.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Analyse curriculum to plan lessons and learning sequences that reflect the content, substance and structure of a learning area or discipline
  2. Design teaching and learning resources using knowledge of learning theory, content knowledge and pedagogical content knowledge for a specialised curriculum learning area
  3. Apply communication skills that support understanding of curriculum concepts for students with a diverse range of characteristics and abilities
  4. Participate in evaluation and feedback processes to improve teaching practice and student learning outcomes
  5. Distinguish professional skills and capacities that enhance employability for a career in teaching.

This unit meets the requirements of the updated Program Standards for Accreditation of initial teacher education courses in Australia. The practical assessment task and the eportfolio task provide opportunities for students to collect evidence of the achievement of all focus areas of the Australian Professional Standards for Teachers (Graduate Level).

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Practical Assessment - 50%
2 - Portfolio - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Practical Assessment - 50%
2 - Portfolio - 50%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Angelina Ambrosetti Unit Coordinator
a.ambrosetti@cqu.edu.au
Schedule
Week 1 Begin Date: 12 Jul 2021

Module/Topic

Introduction to PP Specialisation


Chapter

There is no new content in this unit. 

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)

Week 2 Begin Date: 19 Jul 2021

Module/Topic

Specialisation task - Creating a Professional Development Session

Chapter

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)

Week 3 Begin Date: 26 Jul 2021

Module/Topic

Specialisation task - Creating a Professional Development Session

Chapter

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)

Week 4 Begin Date: 02 Aug 2021

Module/Topic

Assessment task: 2 The ePortfolio

Chapter

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)

Week 5 Begin Date: 09 Aug 2021

Module/Topic

Final review:

Assessment Task: 1 Professional Development Session

Assessment task: 2 The ePortfolio 

Chapter

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)


Specialisation Task - Development of a Professional Development Session Due: Week 5 Wednesday (11 Aug 2021) 11:45 pm AEST
Vacation Week Begin Date: 16 Aug 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 23 Aug 2021

Module/Topic

Chapter

Events and Submissions/Topic



Week 7 Begin Date: 30 Aug 2021

Module/Topic

Chapter

Events and Submissions/Topic


Week 8 Begin Date: 06 Sep 2021

Module/Topic

Chapter

Events and Submissions/Topic


Week 9 Begin Date: 13 Sep 2021

Module/Topic

Chapter

Events and Submissions/Topic


Week 10 Begin Date: 20 Sep 2021

Module/Topic

Chapter

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)

Week 11 Begin Date: 27 Sep 2021

Module/Topic

Chapter

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)

Week 12 Begin Date: 04 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Zoom session: Wednesday 12pm (Qld time)

Review/Exam Week Begin Date: 11 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Final ePortfolio Due: Review/Exam Week Monday (11 Oct 2021) 11:45 pm AEST
Exam Week Begin Date: 18 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic


Assessment Tasks

1 Practical Assessment

Assessment Title
Specialisation Task - Development of a Professional Development Session

Task Description

You will create a presentation in the form of a Professional Development session for an audience of beginning teachers. The presentation will model highly effective teaching practice that draws on the content knowledge and pedagogical content knowledge that you have developed in your area of specialisation.

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

Part 1: Preparation of resources for the Professional Development Session

To prepare for your presentation, you will create resources in the form of one (1) audio file and one (1) video file that illustrate highly effective classroom practice in your area of specialisation and that could be used by teachers in classroom contexts or parents/carers who are supporting students in remote learning contexts.

Steps for creating each of these resources are outlined below:

(a) Create a lesson plan and associated resources to demonstrate how you would teach an aspect of the curriculum in your specialisation at a year level of your choice. Use your lesson plan to write a script and develop an audio file 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.

(b) Select a concept from your area of specialisation that is challenging for students to learn. The concept must be located within a learning sequence that develops knowledge, understanding and skills of a curriculum learning area or general capabilities embedded in curriculum content that students at the selected year level must learn to complete a meaningful summative task. Create a brief overview of the learning sequence that explains where and how the teaching of the concept relates to curriculum intent, proposed teaching and learning, and assessment. Create a resource in the form of a video that could be used to support effective teaching of that concept. The video should be no more than 6 minutes in length and should be designed for the use of teachers in classroom or online learning environments to support students’ understanding and application of the concept for meaningful purposes. This means you need to consider how to make the learning accessible to students from a wide range of abilities and backgrounds.

What to submit for Part 1: Copies of all planning documents, scripts (where relevant) and files or links to the audio and visual resources.


Part 2: The presentation component of the Professional Development Session

Create a presentation that explains how teachers can use the resources you have created in Part 1. The presentation may be created in a range of forms (e.g. PowerPoint with notes pages or voiceover, webinar, PreziVideo, iMovie, etc) but 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 audio 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 presentation. This may be in the form of a word document with a link to a recorded presentation, a video file, or in hard copy form (e.g. PowerPoint with notes pages).


Part 3: Evaluation of the presentation

For this part of the task, you will work as part of a collegial team for the purposes of evaluation and feedback. You will work in groups of 3 and will be responsible for sharing your own presentation and resources as well as providing feedback on the presentations and resources created by your peers.

Specifically, you will create an evaluation sheet seeking feedback on specific aspects of your resources and presentation; 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 of teachers, students and parents, etc.


Part 4: Appraisal of the feedback and final reflection

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: Copies of at least two (2) completed evaluation/feedback sheets and the written reflection.


Assessment Due Date

Week 5 Wednesday (11 Aug 2021) 11:45 pm AEST


Return Date to Students

Marked tasks will be returned once moderation processes have occurred.


Weighting
50%

Minimum mark or grade
Pass Non-Graded

Assessment Criteria

The criteria for this task focuses on the quality of your:

  • preparation of resources
  • professional development session
  • evaluation of the presentation - the feedback you receive and how you use this
  • reflective processes


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Analyse curriculum to plan lessons and learning sequences that reflect the content, substance and structure of a learning area or discipline
  • Design teaching and learning resources using knowledge of learning theory, content knowledge and pedagogical content knowledge for a specialised curriculum learning area
  • Apply communication skills that support understanding of curriculum concepts for students with a diverse range of characteristics and abilities
  • Participate in evaluation and feedback processes to improve teaching practice and student learning outcomes


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice
  • Social Innovation

2 Portfolio

Assessment Title
Final ePortfolio

Task Description

Your ePortfolio should demonstrate who you are as a beginning teacher and should showcase your skills and knowledge. Using your experiences from Professional Practice 4, select evidence and examples that demonstrate your expertise of each of the focus areas of:

  • Planning
  • Teaching
  • Classroom Management
  • Assessing and Reporting
  • Professional Conduct

You can use an ePortfolio platform of your choice (e.g. website such as Weebly, Wix, Google site)

Your ePortfolio should consist of 6 pages as follows:

Page 1 - Introductory page about you and your experiences over the course of your degree. Think of this page as a CV where you outline who you are and what your expertise is to a potential employer. It would be appropriate to upload professional development certificates and details of professional development you may have participated in. This page may include aspects that are external to your degree such as being a sports coach, dance teacher, etc.

Page 2 – Planning

Select 2-3 pieces of evidence that best demonstrates your planning capabilities. In 200 words describe how your philosophy of teaching and learning is evidenced through your selection of artefacts. Evidence could include the following:

  • A unit plan that you have developed
  • A sequence of lesson plans that you have developed
  • Example of your classroom profiling document
  • Example of planning for differentiation and how you cater for the diverse groups of learners found in today’s classrooms.

Page 3 - Teaching

Select 2-3 pieces of evidence that best demonstrates your teaching capabilities. In 200 words describe how your philosophy of teaching and learning is evidenced through your selection of artefacts. Evidence could include:

  • Your teacher profile (completed by a qualified profiler)
  • A resource or materials that you have developed
  • Annotated lesson plans
  • An example of using ICT in your teaching

Page 4 – Classroom Management

Select 2-3 pieces of evidence that best demonstrates your classroom management capabilities. In 200 words describe how your philosophy of classroom management is enacted through your selection of artefacts. Evidence could include:

  • Your behaviour management plan (CMP) that you developed
  • Example of classroom routines you have developed and implemented
  • Example of a strategy you have used with your learners that supports all students or a particular student
  • Example of a behaviour management system you have designed and implemented.

Page 5 – Assessing and recording learning

Select 2-3 pieces of evidence that best demonstrates your capabilities in assessing student learning and gathering and analysing data. In 200 words describe how your philosophy of teaching and learning is enacted through your selection of artefacts. Evidence could include:

  • An assessment task you have created
  • Copy of your mark book/checklist that shows ongoing data collection in a sequence of lessons
  • Example of your Interpretation of student data to inform teaching
  • Comparison tables of pre and post data
  • Example of feedback you have provided to a student

Page 6 - Professional Conduct

Select 2-3 pieces of evidence that best demonstrates your professional conduct in the classroom and school. In 200 words describe how your approach professionalism as a teacher is enacted through your selection of artefacts. Evidence could include:

  • Letter home to parents – introductory letter, communications with parents (via email, written notes or in person)
  • Examples of strategies that you have used that support student’s wellbeing and working safely
  • Examples of using ICTs in a safe and responsible way
  • Examples of following school policies and procedures

Examples of engaging with the broader school community (including external professionals and community representatives).


Assessment Due Date

Review/Exam Week Monday (11 Oct 2021) 11:45 pm AEST


Return Date to Students

Tasks will be returned once moderation has occurred.


Weighting
50%

Minimum mark or grade
Pass

Assessment Criteria

No Assessment Criteria


Referencing Style

Submission
Online

Submission Instructions
Please upload a word document with your name and website link. If your ePortfolio requires a password for access, please provide this as well.

Learning Outcomes Assessed
  • Distinguish professional skills and capacities that enhance employability for a career in teaching.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?